Time and time again, myriad of research studies have proven social behavior, communication, cognitive process, design interface, work hierarchies and literally every nook and corner contains a taint of culture and yet, interestingly, an increasing number of researchers are still in the primitive stages in identifying socio technical interactions in computer supported intercultural learning and are yet to profile these interactions according to separate cultural dyads supported by sound research findings. Building on previous trails of research studies, the theoretical base for this study entails affordances, culture and technological intersubjectivty. This strong theoretical structure leads to two methodological approaches which were utilized to analyze and unearth socio technical interactions in computer supported intercultural collaborative learning; interactive and micro genetic analysis on three kinds of cultural dyads of over thirty participants namely American-American, Chinese-Chinese and American-Chinese. These findings were aligned with similar research studies and their research hypothesis. A handful of these findings seemed statistically significant but failed to have a sound research backing, and a handful of these findings seemed to have a sound research backing but failed to see light due to lack of statistical significance. The final outcome derived from the study claims that the cultural differences evident in the collaborative processes does not, by any means, hinder or influence the learning outcome showcased in the computer supported interface, and thereby, stamps a new claim that computer supported intercultural learning is Culture Impermeable.
|Educations||MSc in Business Administration and Information Systems, (Graduate Programme) Final Thesis|
|Number of pages||61|