Abstract
Educationally, technology-enhanced collaborative learning is the use of technology to support/mediate online collaborative learning with some degree of ease. In other words, this paper focused on the notion that during online collaborative learning, learners are unconsciously compelled (as a result of their primary cultures) to forge a new self-identity to enable them participate and cope with learning with their peers.Using a literature review methodology, this paper argued using carefully selected literature and theories towards answering questions like the cultural barriers as well as the socio-technical dynamics that hinders the success of online collaborative learning. Although much remains to be explored, conclusions were drawn based on the findings that relate to the social and asocial character of online learning, the fear of fear of peers, the fear to be misunderstood, culture-dependent beliefs and a low order of discourse and challenges among peers. Keywords: Technology-enhanced, learning, collaborative learning, e-learners, e-actors, self-identity, culture, socio-technical, beliefs DOI : 10.7176/JEP/10-11-01 Publication date : April 30 th 2019
Highlights
In an online learning scenario, there is a tendency for learners to be globally distributed; learning gradually becomes culturally diverse
1.3 Study questions To emphasise more about the opening debate above, this study focused on exploring the existing cultural problems identified with online collaborative learning and to understand better how these problems can be mitigated
Of Findings – Re-Specifying Culturally Enhanced Online Collaborative Learning Methodologically, to urge learners to partake in a higher order of reasoning and meaning construction, the knowledge building standards of Scardamalia & Bereiter (2003) was suggested
Summary
In an online learning scenario, there is a tendency for learners to be globally distributed; learning gradually becomes culturally diverse. This does not imply that the traditional bricks and mortar learning scenario lacks diversity in context, any given course would have to be diverse or homogenous to a certain extent in order to include all learners. What is considered to be a vital concept to learn, and as effective teaching and learning practices, are socially built collaboratively. In online learning settings consisted of learners from various social backgrounds, it is vital that course facilitators know about individual learner's social backgrounds with a precise outcome to create or adjust plans suitable for the learner’s social learning systems. Course facilitators need to be mindful of how social thoughts might be repeated about teaching and learning and the unsuitability for all learners (Capdeferro and Romero, 2012)
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