1999
DOI: 10.2190/k5dg-lenj-amdr-591p View full text |Buy / Rent full text
|
|

Abstract: A naturalistic inquiry approach was employed to determine culturally diverse students' perception on use of a computer-based collaboration tool, Daedalas, for instruction. Twenty purposive informants were chosen to represent two groups with different cultural backgrounds. Interview, observation, and on-line logs were used for collecting data. Interesting results included that culture did not always make differences in interactive on-line instruction, and cultural minority students felt much easier expressing t… Show more

Help me understand this report

Search citation statements

Order By: Relevance
Select...
1
1
1
1
0
4
0

Year Published

2000
2000
2018
2018

Publication Types

Select...
3
1

Relationship

0
4

Authors

Journals

0
4
0
Order By: Relevance
“…Although very little research has been done in the area of native language and online and face-to-face learning, this issue has already been raised by some [2,3]. A specific example is the suggestion that international students who must communicate in a second language may benefit from some forms of CMC, such as asynchronous written communications (e.g., bulletin boards, forums, threaded discussion boards) as opposed to the traditional forms of classroom communication [4][5][6][7][8]. Underlying this is the observation of many teachers that second-language students do not participate as much in face-to-face classroom discussions as do native-language students, presumably due to a lack of confidence in both their listening and speaking skills [7,[9][10][11][12].…”
Section: Literature Backgroundmentioning
Create an account to read the remaining citation statements from this report. You will also get access to:
  • Search over 1.2b+ citation statments to see what is being said about any topic in the research literature
  • Advanced Search to find publications that support or contrast your research
  • Citation reports and visualizations to easily see what publications are saying about each other
  • Browser extension to see Smart Citations wherever you read research
  • Dashboards to evaluate and keep track of groups of publications
  • Alerts to stay on top of citations as they happen
  • Automated reference checks to make sure you are citing reliable research in your manuscripts
  • 14 day free preview of our premium features.

Trusted by researchers and organizations around the world

Over 130,000 students researchers, and industry experts at use scite

See what students are saying

rupbmjkragerfmgwileyiopcupepmcmbcthiemesagefrontiersapsiucrarxivemeralduhksmucshluniversity-of-gavle
“…Although very little research has been done in the area of native language and online and face-to-face learning, this issue has already been raised by some [2,3]. A specific example is the suggestion that international students who must communicate in a second language may benefit from some forms of CMC, such as asynchronous written communications (e.g., bulletin boards, forums, threaded discussion boards) as opposed to the traditional forms of classroom communication [4][5][6][7][8]. Underlying this is the observation of many teachers that second-language students do not participate as much in face-to-face classroom discussions as do native-language students, presumably due to a lack of confidence in both their listening and speaking skills [7,[9][10][11][12].…”
Section: Literature Backgroundmentioning
“…Added to these biases, different cultural groups may have different perspectives that they use to interpret and organise information about the world (Chisholm, 1995). Indeed, Chisholm's views were supported in a report by Chen (1999), reflecting on the words of Cohen (1985), ‘as part of the student learning via computer networks, the role of the teacher was less formal and authoritative and more facilitative in helping students learn for themselves how to cope with rapid change, how to think, make decisions, solve problems, and how to gain insight, and be creative’ (p. 34). This view is also reflected by Smith‐Maddox (1999), in that a student's personal and cultural background, knowledge and language significantly impact the learning process.…”
Section: Need For Culturally Appropriate Use Of Technology In the Clamentioning
“…Nalley states that students in his education courses appreciated the time for reflection that CMC allows and noted that when students take the time for careful reflection during in-class discussions, they may miss the opportunity to contribute [24]. In addition, Chen found that cultural minorities, as well as more hesitant discussion participants, were more comfortable with on-line discussion sessions [25]. Thus, out-of-class debates may be a particular advantage for students who are reticent to engage in class discussions.…”
Section: Potential Advantages and Disadvantages Of Conferencing Systemsmentioning