Cultural Diversity, Leadership, Group Size and Collaborative Learning Systems: An Experimental Study
2014 47th Hawaii International Conference on System Sciences (2005)
Big Island, Hawaii
Jan. 3, 2005 to Jan. 6, 2005
John Lim , National University of Singapore
Yingqin Zhong , National University of Singapore
Collaborative learning systems (CLS) have received increasing research attention owing to advances in computer-mediated technology and paradigmatic shifts in the educational arena. To understand the circumstances under which the use of CLS would enhance learning efficiency, a laboratory experiment with a 2X2X2 factorial design was conducted to investigate the interaction and main effects of cultural diversity, leadership, and group size on learners?' performance, satisfaction with process, and attitude toward CLS usage. Cultural diversity was found to have a more significant positive effect on performance in groups with leadership than those without leadership. Leadership lowered learners' satisfaction with the process in homogeneous groups (as compared to heterogeneous groups) and smaller groups (as compared to larger groups). Moreover, learners' attitude toward CLS usage was influenced positively with greater cultural diversity, but negatively with presence of leadership and a larger group size.
John Lim, Yingqin Zhong, "Cultural Diversity, Leadership, Group Size and Collaborative Learning Systems: An Experimental Study", 2014 47th Hawaii International Conference on System Sciences, vol. 01, no. , pp. 11a, 2005, doi:10.1109/HICSS.2005.179