Gender and Diversity in Collaborative Virtual Teams

Michailidou, Anna; Economides, Anastasios A.

doi:10.4018/978-1-59904-753-9.ch010

Cited by 8 publications

(11 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may be explained by women's preferences for collaborative learning (Belenky et al, 1997) and advantages in nonverbal expression and decoding skills (Hall, 1987), whereas male students are more goal-oriented and may still need more visual clues obtained in F2F discussion for better idea elaboration. Some similar results regarding the online social interactions can also be observed in other studies (McSporran & Young 2001;Michailidou & Economides, 2007). In addition, a relatively more recent study has reported that young females have higher Internet self-efficacy for online communication than young males (Tsai & Tsai, 2010).…”

Section: Discussionsupporting

confidence: 85%

Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

Tsai

Liang

Hou

et al. 2015

AJET

View full text Add to dashboard Cite

<p>This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale was developed to examine students’ discussion strategies for both contexts in four dimensions: comprehension, interaction, elaboration and anxiety. The results show that no gender difference was found within the face-to-face context; however, within the online asynchronous context, the females perceived themselves better than did the males regarding their elaboration strategies. Although both genders experienced less anxiety in asynchronous discussion, the males perceived themselves as having better strategies in face-to-face discussion than in asynchronous discussion and the females perceived themselves as having about the same level of sophistication in both contexts. This study provides an in-depth observation of how both genders adapt themselves to different discussion contexts. We conclude that female students adapted themselves, as strategic learners, better than the males in asynchronous learning situations in which the male students were not as active as they were in traditional face-to-face discussion contexts.</p>

show abstract

Section: Discussionsupporting

confidence: 85%

Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

Tsai

Liang

Hou

et al. 2015

AJET

View full text Add to dashboard Cite

show abstract

“…Triantafillou et al (2006) mentioned that language, and culture should be taken into account when designing adaptive educational interfaces to optimise learner's potential to benefit from the system's design in terms of knowledge acquisition. Michailidou and Economides (2007) argued that computer supported collaborative learning environments and instructors should take into consideration cultural factors that influence learners' learning. Pittman (2007) called for converging instructional technology and intercultural pedagogy in teacher education.…”

Section: Metj 24mentioning

confidence: 99%

“…Several researchers mentioned that collaboration may affect each participant's cultural characteristics (Chang and Lim, 2002;Cifuentes and Murphy, 2000;Ferdig et al, 2007;Holloway and Valentine, 2000;Lim and Zhong, 2005;Michailidou and Economides, 2007). Computer-based collaborative work can transform classroom cultures, the roles of teachers and the expectations of learners (DeVoogd, 1998).…”

Section: Collaboration May Affect Learner's Culturementioning

confidence: 99%

“…Together, participants would co-create a "new culture" that is neither one nor the other, but a combination of the two, or three, and so on (Lim and Zhong, 2005). So, cultural co-creation may occur in computer supported collaborative learning that support diversified cultures (Michailidou and Economides, 2007).…”

Section: Collaboration May Affect Learner's Culturementioning

confidence: 99%

“…Furthermore, a culture-aware computer-based system would support learners facilitating communication and collaborative learning. Michailidou and Economides (2007) mentioned that communication distortion may appear because of dissimilar communication modes among people from dissimilar cultural background. A collaborative learning system would try to foster participants' participation, interaction, and engagement with collaborative tasks.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Culture‐aware collaborative learning

Economides

2008

Multicultural Education &Amp; Technology Journal

View full text Add to dashboard Cite

Purpose -In a collaborative learning environment there will be many learners with diverse cultures. These learners should be supported to communicate and collaborate among themselves. The variety of the communication and collaboration tools and modes available to each learner would depend on his/her personal cultural background. The purpose of this paper is to suggest the adaptation of the collaborative learning environment to the learner's cultural profile. So, first it aims to present learner's models with respect to his/her cultural characteristics. It also aims to present the various communication and collaboration tools and modes that would be available to the learners. Then, each learner has at his/her disposal the appropriate communication and collaboration tools and modes according to his/her cultural characteristics. Design/methodology/approach -The cultural models of Trompenaars and Hampden-Turner, as well Hofsted are modified relaxing the dualism of their dimensions. The modified models are used in a collaborative learning environment. The various attributes and types of communication and collaboration among learners and teachers in a collaborative learning environment are also identified. Findings -This paper presents learner's cultural models across several cultural dimensions. Each cultural dimension weights differently. Also, a learner may not belong strictly to a cultural extreme of a dimension, but he/she may have characteristics from both cultural extremes of each dimension. Based on a learner's cultural profile, different communication and collaboration tools would be available to the learner. Research limitations/implications -Based on the learner's profile, either the adaptation engine, or the teacher, or the learner him/herself may select the appropriate communication and collaboration tools and modes for the particular learner. Designers, developers and evaluators of collaborative learning systems may benefit from these learners' cultural models and the communication and collaboration attributes. For example, they may create collaborative learning systems with flexible communication and collaboration attributes that provide to each learner personalized communication and collaboration tools according to his cultural profile. Practical implications -This paper proposes the adaptation of the collaborative learning environment to the cultural characteristics of the learner. Future research may assign the specific communication and collaboration tools to each particular learner's cultural profile. Originality/value -This paper proposes the adaptation of the communication and collaboration tools and modes that are used by a learner in a collaborative learning environment to the learner's cultural characteristics. First, the paper presents new cultural models of a learner. Then, it presents the communication and collaboration attributes and types that would be used by the learners in a collaborative learning environment. A learner would have at disposal the appropriate personalized communication a...

show abstract