Exploring the Influences of Individualism-Collectivism on Individual's Perceived Participation Equality in Virtual Learning Teams

Authors:
Yingqin Zhong;Na Liu;John Lim
Affiliations:
Department of Information Systems, School of Computing, National University of, Singapore, Singapore 117543;Department of Information Systems, School of Computing, National University of, Singapore, Singapore 117543;Department of Information Systems, School of Computing, National University of, Singapore, Singapore 117543
Venue:
IDGD '09 Proceedings of the 3rd International Conference on Internationalization, Design and Global Development: Held as Part of HCI International 2009
Year:
2009

Citing 10
Cited 0

Computer-mediated collaborative learning: an empirical evaluation

MIS Quarterly
Crosscurrents: cultural dimensions and global Web user-interface design

interactions
Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations

Organization Science
Stimulating Thinking in Group Decision Making

HICSS '00 Proceedings of the 33rd Hawaii International Conference on System Sciences-Volume 1 - Volume 1
Learning technologies: affective and social issues in computer-supported collaborative learning

Computers & Education
Tomorrow's Technology and You, Complete (8th Edition)

Tomorrow's Technology and You, Complete (8th Edition)
Separating the effects of knowledge construction and group collaboration in learning outcomes of web-based courses

Information and Management
Distributed collaborative problem-based graduate-level learning: Students' perspectives on communication tool selection and efficacy

Computers in Human Behavior
Evaluation of the efficacy of collaborative learning in face-to-face and computer-supported university contexts

Computers in Human Behavior
The Interaction and Effects of Perceived Cultural Diversity, Group Size, Leadership, and Collaborative Learning Systems: An Experimental Study

Information Resources Management Journal

Quantified Score

Hi-index	0.00

Visualization

Abstract

This study aims to investigate the effects of equal participation on individual member's self assessment in terms of self-reported learning, self-perceived value of contribution, group identity and process satisfaction. Further, we examine how these effects of equal participation on individual learners are moderated by learners' cultural orientation in terms of individualism-collectivism. Data were collected from 65 virtual learning teams involving 195 undergraduates in a college in south China. MANOVA tests were performed to test the hypotheses. Findings revealed supportive results to most of posited main effects as well as moderating effects.