Cybersocialism. Group Consciousness in Transnational Communities

An important new type of community is emerging with the rapid advances in communication technologies: communities that cross cultural and political boundaries to engage in a commerce of information exchange. While there has been much research focused on the technological development of computersupported collaborative work, less is known about sociocultural attitudes and an understanding of how people perceive “belongingness” to a community in an environment where interaction is mediated by shared computer resources

A Longitudinal Study on the Effect of Hypermedia on Learning Dimensions, Culture and Teaching Evaluation

Earlier studies have found the effectiveness of hypermedia systems as learning tools heavily depend on their compatibility with the cognitive processes by which students perceive, understand and learn from complex information\ud sources. Hence, a learner’s cognitive style plays a significant role in determining how much is learned from a hypermedia learning system. A longitudinal study of Australian and Malaysian students was conducted over two semesters in 2008. Five types of predictor variables were investigated with cognitive style: (i) learning dimensions (nonlinear learning, learner control, multiple tools); (ii)\ud culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); (iii) evaluation of units; (iv) student demographics; and (v) country in which students studied. This study uses both multiple linear regression and linear mixed effects to model the relationships among the variables. The results from this study support the findings of a cross-sectional study conducted by Lee et al. (2010); in particular, the predictor variables are significant to determine students’ cognitive style

The Role of ICT in Women's Empowerment in Rural\ud Bangladesh

Rural women in Bangladesh have limited access to resources and public\ud spheres due to socio-cultural restrictions. Women suffer from severe\ud discrimination, and it is thought this is heightened due to a lack of access to\ud information. Information communication and technology (ICT) is a potential tool\ud that can reach rural women and enrich their knowledge. This paper discusses\ud women‟s empowerment in terms of perceptual change in rural villages in\ud Bangladesh after ICT intervention has been introduced by Non-Government\ud Organizations (NGOs). Since empowerment is a complex phenomenon to measure\ud because of its multidimensional aspects and its relationship with time as a process,\ud the methodology used in this research was an integration of qualitative and\ud quantitative methods. Using a structured questionnaire, data was collected from\ud women in two different villages where ICT projects have been introduced. The\ud change in women‟s perception after using ICT was compared with changes in\ud women who did not use ICT. The results indicate that ICT intervention changed\ud women‟s perception in a positive direction in one village but it did not change in\ud the other village

The role of unit evaluation, learning and culture dimensions related to student cognitive style in hypermedia learning

Recent developments in learning technologies such as hypermedia are\ud becoming widespread and offer significant contributions to improving the delivery\ud of learning and teaching materials. A key factor in the development of hypermedia\ud learning systems is cognitive style (CS) as it relates to users‟ information\ud processing habits, representing individual users‟ typical modes of perceiving,\ud thinking, remembering and problem solving.\ud \ud \ud \ud \ud A total of 97 students from Australian (45) and Malaysian (52) universities\ud participated in a survey. Five types of predictor variables were investigated with\ud the CS: (i) three learning dimensions; (ii) five culture dimensions; (iii) evaluation\ud of units; (iv) demographics of students; and (v) country in which students studied.\ud Both multiple regression models and tree-based regression were used to analyse\ud the direct effect of the five types of predictor variables, and the interactions within\ud each type of predictor variable. When comparing both models, tree-based\ud regression outperformed the generalized linear model in this study. The research\ud findings indicate that unit evaluation is the primary variable to determine students‟\ud CS. A secondary variable is learning dimension and, among the three dimensions,\ud only nonlinear learning and learner control dimensions have an effect on students‟\ud CS. The last variable is culture and, among the five culture dimensions, only\ud power distance, long term orientation, and individualism have effects on students‟\ud CS. Neither demographics nor country have an effect on students‟ CS.\ud These overall findings suggest that traditional unit evaluation, students‟\ud preference for learning dimensions (such as linear vs non-linear), level of learner\ud control and culture orientation must be taken into consideration in order to enrich\ud students‟ quality of education. This enrichment includes motivating students to\ud acquire subject matter through individualized instruction when designing,\ud developing and delivering educational resources

Falling through the (cultural) gaps?

In this paper we report findings of a study of online participation by culturally diverse participants in a distance adult education course offered in Canada, and examine two of the study’s early findings. First, we explore both the historical and cultural origins of “cyberculture values” as manifested in our findings, using the notions of explicit and implicit enforcement of those values. Second, we examine the notion of “cultural gaps” between participants in the course and the potential consequences for online communication successes and difficulties. We also discuss theoretical perspectives from Sociolinguistics, Applied Linguistics, Genre and Literacy Theory and Aboriginal Education that may shed further light on “cultural gaps” in online communications. Finally, we identify the need for additional research, primarily in the form of larger scale comparisons across cultural groups of patterns of participation and interaction, but also in the form of case studies that can be submitted to microanalyses of the form as well as the content of communicator’s participation and interaction online

Panel 9 Playing Politics with Information Technology: A Global Perspective

[No abstract available

Development and leadership in computer-mediated collaborative groups

Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research - Complementary Explorative Data Analysis (CEDA) - was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning

Leading conversations: Communication behaviours of emergent leaders in virtual teams

Virtual teams and their leaders are key players in global organisations. Using teams of workers dispersed temporally and geographically has changed the way people work in groups and has redefined the nature of teamwork. Emergent leadership issues in computermediated communication are vital today because of the increasing prevalence of the virtual organisation, the flattening of organisational structures and the corresponding interest in managing virtual groups and teams. This paper examines the communication behaviours of participants in two different case studies to determine if number, length and content of messages are sufficient criteria to identify emergent leaders in asynchronous and synchronous environments. The methodology used can be embedded in collaborative virtual environments as technology for detecting potential leaders. 1