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Are they thinking differently: A cross-cultural study on the relationship of thinking styles and emerging roles in Computer-Supported Collaborative Learning

Gu, Xiaoqing, Wang, Huawen and Mason, Jon (2017). Are they thinking differently: A cross-cultural study on the relationship of thinking styles and emerging roles in Computer-Supported Collaborative Learning. Educational Technology & Society,20 (Forthcoming article - in Press)(1):13-24.

Document type: Journal Article
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Title Are they thinking differently: A cross-cultural study on the relationship of thinking styles and emerging roles in Computer-Supported Collaborative Learning
Author Gu, Xiaoqing
Wang, Huawen
Mason, Jon
Journal Name Educational Technology & Society
Publication Date 2017
Volume Number 20 (Forthcoming article - in Press)
Issue Number 1
eISSN 1436-4522
Start Page 13
End Page 24
Total Pages 12
Place of Publication New Zealand
Publisher International Forum of Educational Technology & Society
Field of Research EDUCATION
Abstract Collaboration has been recognized as an effective way of learning by numerous studies. When collaboration involves students from different cultural backgrounds a question arises: will cultural differences influence the manner in which roles are adopted within collaborative learning? In this study, a correlation analysis was used to explore the relationship between such cultural factors and emerging roles among collaborating students from two universities in different countries (China and USA). The cultural factors that might hypothetically affect their collaboration were approximated to thinking styles using Sternberg¡¯s thinking styles inventory, while the roles that the students adopted according to preferences were coded with an adapted coding scheme. The results indicate that there is a significant relationship between students¡¯ thinking styles and their adopted roles. This implies that cultural factors, exhibited as thinking styles, can help explain the emerging roles that are adopted in Computer-Supported Collaborative Learning (CSCL). The results can guide teachers in assigning appropriate roles to students with different backgrounds in order to improve the efficiency of collaboration during cross-cultural CSCL.
Keywords Cross-culture
Computer-Supported Collaborative Learning
Thinking styles
Emerging roles
Correlation analysis
Additional Notes This is an Open Access article distributed under the terms of the Creative Commons Attribution License 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Description for Link Link to CC Attribution 3.0 License
URL https://creativecommons.org/licenses/by/3.0/au
 
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Created: Wed, 28 Sep 2016, 12:07:40 CST by Marion Farram