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Appears in:
Pages: 2805-2813
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

INTERACTIONS OF CULTURALLY DIVERSE STUDENTS IN BLACKBOARD'S DISCUSSION BOARD: EFFICIENCY OF COLLABORATIVE ARGUMENTATION-BASED LEARNING

V. Popov1, D. Brinkman1, H. Biemans1, M. Mulder1, O. Noroozi1, A. Kuznetsov2

1Wageningen University and Research Center (NETHERLANDS)
2Moscow State University of Agricultural Engineering (RUSSIAN FEDERATION)
A descriptive and explanatory study was conducted to investigate the effects of external collaboration script and cultural diversity on the learning processes and online collaborative behavior in computer-mediated communication (CMC). For this purpose, an experimental 2x2-factorial design was established with the external collaboration script (with vs. without) and group composition with respect to Hofstede's individualist-collectivist cultural dimension (homogeneous vs. heterogeneous) as independent variables. Culturally heterogeneous and homogeneous dyads were assigned to one of the two conditions (with and without external collaboration script). In total sixty five dyads of students (N=130) worked collaboratively on a learning task in the field of intercultural communication for about six week time in CMC learning environment. Two already existing coding schemes were utilized to analyze the transcripts in terms of the students’ learning processes and their online collaborative behaviors in CMC. The results suggest that students' cultural background (the individualist-collectivist dimension) affects their learning processes and online collaborative behavior in CMC. In addition, the results showed the positive effects of the introduced script for culturally heterogeneous student dyads on the following online collaborative behavior variables: contributing, seeking input, and social interaction.
@InProceedings{POPOV2011INT,
author = {Popov, V. and Brinkman, D. and Biemans, H. and Mulder, M. and Noroozi, O. and Kuznetsov, A.},
title = {INTERACTIONS OF CULTURALLY DIVERSE STUDENTS IN BLACKBOARD'S DISCUSSION BOARD: EFFICIENCY OF COLLABORATIVE ARGUMENTATION-BASED LEARNING},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {2805-2813}}
TY - CONF
AU - V. Popov AU - D. Brinkman AU - H. Biemans AU - M. Mulder AU - O. Noroozi AU - A. Kuznetsov
TI - INTERACTIONS OF CULTURALLY DIVERSE STUDENTS IN BLACKBOARD'S DISCUSSION BOARD: EFFICIENCY OF COLLABORATIVE ARGUMENTATION-BASED LEARNING
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 2805
EP - 2813
ER -
V. Popov, D. Brinkman, H. Biemans, M. Mulder, O. Noroozi, A. Kuznetsov (2011) INTERACTIONS OF CULTURALLY DIVERSE STUDENTS IN BLACKBOARD'S DISCUSSION BOARD: EFFICIENCY OF COLLABORATIVE ARGUMENTATION-BASED LEARNING, EDULEARN11 Proceedings, pp. 2805-2813.
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