Gender and Diversity in Collaborative Virtual Teams

2008 ◽  
pp. 199-224 ◽  
Author(s):  
Anna Michailidou ◽  
Anastasios Economides
Keyword(s):  
Online Education ◽  
Cultural Differences ◽  
Virtual Teams ◽  
Cultural Perspective ◽  
Computer Supported Collaborative Learning ◽  
Social Differences ◽  
Learning Procedure ◽  
Successful Design ◽  
The Impact ◽  
Successful Collaboration

Computer supported collaborative learning environments (CSCLEs) is one of the innovative technologies that support online education. Successful design and implementation of such environments demand thorough analysis of many parameters. This chapter studies the impact of diversity in learner-learner interactions in collaborative virtual teams through a social and cultural perspective. Social differences include gender, race, class, or age. Cultural differences refer to matters like how an individual’s cognition, values, beliefs, and study behaviors are influenced by culture. Instructors must take into consideration the factors that influence individuals’ diversity, and invent new ways to implement successful collaboration. This is crucial, especially regarding teams scattered on different countries or even continents. Social and cultural differences influence an individual’s performance in a learning environment. Such differences must be adequately studied by both the educational organization and the instructors in such a way that the learning procedure will become a positive experience for all the members involved.

Gender and Diversity in Collaborative Virtual Teams

2011 ◽  
pp. 260-277
Author(s):  
Anna Michailidou ◽  
Anastasios Economides
Keyword(s):  
Online Education ◽  
Cultural Differences ◽  
Virtual Teams ◽  
Cultural Perspective ◽  
Computer Supported Collaborative Learning ◽  
Social Differences ◽  
Learning Procedure ◽  
Successful Design ◽  
The Impact ◽  
Successful Collaboration

Computer supported collaborative learning environments (CSCLEs) is one of the innovative technologies that support online education. Successful design and implementation of such environments demand thorough analysis of many parameters. This chapter studies the impact of diversity in learner-learner interactions in collaborative virtual teams through a social and cultural perspective. Social differences include gender, race, class, or age. Cultural differences refer to matters like how an individual’s cognition, values, beliefs, and study behaviors are influenced by culture. Instructors must take into consideration the factors that influence individuals’ diversity, and invent new ways to implement successful collaboration. This is crucial, especially regarding teams scattered on different countries or even continents. Social and cultural differences influence an individual’s performance in a learning environment. Such differences must be adequately studied by both the educational organization and the instructors in such a way that the learning procedure will become a positive experience for all the members involved.

scholarly journals EFL Students’ Awareness of Culture-Specific Words and Concepts: The Challenges and Opportunities for Students in a Saudi Undergraduate English Program

2021 ◽  
Vol 12 (3) ◽  
pp. 3-15
Author(s):  
Abdullah Abdulrahman Bin Towairesh
Keyword(s):  
Online Education ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
Local Context ◽  
Cultural Perspective ◽  
Saudi Students ◽  
Cultural Aspects ◽  
Challenges And Opportunities ◽  
Cultural Component ◽  
The Impact

Cultural knowledge is an integral part of the language teaching process in EFL situations. The difficulties facing students in this area have negatively affected their ability to communicate successfully and translate accurately. Nonetheless, the debate over the significance of involving cultural aspects in the language classroom has continued in the local Saudi context. The language weaknesses resulting from the lack of sufficient cultural perspective can also be observed and confirmed in this region. Students’ understanding of culture-specific words and concepts is the area that is affected the most when a disconnection occurs between language teaching and cultural knowledge. Thus, in this paper, the researcher examines the impact of this disconnection by outlining the extent to which cultural knowledge is incorporated into EFL language courses. This study also focuses on documenting the language use examples that illustrate the difficulties faced by students in this regard, which is an aspect that is missing from several previous studies in the local context. The data examined in this study were collected through open-ended questionnaires and organizing focus group discussions. The analysis of the results reveals that the cultural component of language teaching is not satisfactory for the English major students surveyed in this study. The research participants also described the kind of cultural knowledge missing from their curriculum and the specific areas affected by that. The study concludes with several suggested solutions that focus on the resources available to Saudi students (and other students in the same circumstances) and on utilizing the most recent developments in online education in the past two years.

scholarly journals EFL Students’ Awareness of Culture-Specific Words and Concepts: The Challenges and Opportunities for Students in a Saudi Undergraduate English Program

2021 ◽  
Author(s):  
Abdullah Abdulrahman Bin Towairesh
Keyword(s):  
Online Education ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
Local Context ◽  
Cultural Perspective ◽  
Saudi Students ◽  
Cultural Aspects ◽  
Challenges And Opportunities ◽  
Cultural Component ◽  
The Impact

Cultural knowledge is an integral part of the language teaching process in EFL situations. The difficulties facing students in this area have negatively affected their ability to communicate successfully and translate accurately. Nonetheless, the debate over the significance of involving cultural aspects in the language classroom has continued in the local Saudi context. The language weaknesses resulting from the lack of sufficient cultural perspective can also be observed and confirmed in this region. Students’ understanding of culture-specific words and concepts is the area that is affected the most when a disconnection occurs between language teaching and cultural knowledge. Thus, in this paper, the researcher examines the impact of this disconnection by outlining the extent to which cultural knowledge is incorporated into EFL language courses. This study also focuses on documenting the language use examples that illustrate the difficulties faced by students in this regard, which is an aspect that is missing from several previous studies in the local context. The data examined in this study were collected through open-ended questionnaires and organizing focus group discussions. The analysis of the results reveals that the cultural component of language teaching is not satisfactory for the English major students surveyed in this study. The research participants also described the kind of cultural knowledge missing from their curriculum and the specific areas affected by that. The study concludes with several suggested solutions that focus on the resources available to Saudi students (and other students in the same circumstances) and on utilizing the most recent developments in online education in the past two years.

Cultural differences in the perception of interactions in virtual teams

2008 ◽  
Author(s):  
Daphne Dekker ◽  
Christel Rutte ◽  
Peter van den Berg ◽  
Jan de Jonge
Keyword(s):  
Cultural Differences ◽  
Virtual Teams

Examining the Impact of COVID-19 Pandemic on Online Education: Reviewing the Indian Schooling System Based on the Perspective of Major Indian E-tutoring Platforms

2021 ◽  
pp. 097226292110290
Author(s):  
Vivek Suneja ◽  
Shabani Bagai
Keyword(s):  
Literature Review ◽  
Online Education ◽  
Education System ◽  
Indian Education ◽  
Online Methods ◽  
The Impact ◽  
Education Process ◽  
Schooling System

The COVID-19 pandemic has halted the typical schooling methodology and forcibly shifted the mode of learning online. This article investigates into the inherent concerns faced by the Indian education system and strategizes ways in which online methods could plug the gaps in India. The spiralling growth witnessed by the major supplemental educational providers testifies the acceptability of a blended approach in India. The literature review highlights how the education process could be more effective based on their strategies, perspectives and benefits.

scholarly journals The impact of the COVID-19 outbreak on Chinese-listed tourism stocks

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Wenmin Wu ◽  
Chien-Chiang Lee ◽  
Wenwu Xing ◽  
Shan-Ju Ho
Keyword(s):  
Stock Returns ◽  
Cultural Differences ◽  
Stock Price ◽  
Negative Impact ◽  
Tourism Industry ◽  
Regression Analyses ◽  
Short Term ◽  
Tourism Sector ◽  
Event Study Method ◽  
The Impact

AbstractThis research explored the effects of the coronavirus disease (COVID-19) outbreak on stock price movements of China’s tourism industry by using an event study method. The results showed that the crisis negatively impacted tourism sector stocks. Further quantile regression analyses supported the non-linear relationship between the government’s responses and stock returns. The results present that the resurgence of the virus in Beijing did bring about a short-term negative impact on the tourism industry. The empirical results can be used for future researchers to conduct a comparative study of cultural differences concerning government responses to the COVID-19.

scholarly journals Digital Inclusion: Its Impact and Parents Perspective in Education Sector

2021 ◽  
pp. 097226292098839
Author(s):  
Amandeep Kaur
Keyword(s):  
Online Education ◽  
Paradigm Shift ◽  
Education Sector ◽  
Downward Trend ◽  
Digital Inclusion ◽  
New Name ◽  
The Impact

Novel COVID-19 has turned the whole world upside down. Each industry is showing a downward trend. At the same time, digitalization, which got its birth in 2015, got its growth and is having a paradigm shift. Experts have given it a new name ‘digital inclusion’. This article studies the impact of online education imparted to children during the pandemic period through various applications.

Through Her Eyes: The Impact of War on Syrian Refugee Families

2021 ◽  
pp. 104365962110263
Author(s):  
Ahlam Al-Natour ◽  
Edith J. Morris ◽  
Samar Mohammad Al-Ostaz
Keyword(s):  
Social Stress ◽  
Phenomenological Study ◽  
Semistructured Interview ◽  
Transcultural Nursing ◽  
Cultural Perspective ◽  
Refugee Women ◽  
Syrian Refugee ◽  
Refugee Families ◽  
Specific Care ◽  
The Impact

Background The Syrian war conflict ended with devastating impact on Syrian refugee women and their children. A few studies have been done that explored the impact of the civil war and displacement of Syrian families from a cultural perspective. The purpose of this study was to highlight the experiences of the Syrian war–refugee families who have sought shelter in a host country. Method A descriptive phenomenological study was conducted using a semistructured interview approach among 16 Syrian refugee women who were approached from two Jordanian health care centers. Results The main themes discussed how the war ended with financial and social stress, family violence, and hazardous effects on women and children health. Conclusion This article introduced how culture and religion influence how family unit and members responded to war stressors. This study provided transcultural nursing knowledge, allowing nurses to be grounded in individualized culturally specific care.

scholarly journals The power of individual cultural values in global virtual teams

2012 ◽  
Vol 12 (2) ◽  
pp. 193-210 ◽  
Author(s):  
Audra I. Mockaitis ◽  
Elizabeth L. Rose ◽  
Peter Zettinig
Keyword(s):  
Cultural Values ◽  
Cultural Differences ◽  
Virtual Teams ◽  
Virtual Team ◽  
Global Teams ◽  
Global Virtual Teams ◽  
Team Processes ◽  
Team Members ◽  
Face To Face ◽  
The Relationship

This paper investigates the perceptions of members of 43 culturally diverse global virtual teams, with respect to team processes and outcomes. Despite widespread acknowledgement of the challenges presented by cultural differences in the context of global teams, little is known about the effect of these differences on team dynamics in the absence of face-to-face interaction. Using a student-based sample, we study the relationship between global virtual team members’ individualistic and collectivistic orientations and their evaluations of trust, interdependence, communication and information sharing, and conflict during the team task. Our results suggest that a collectivist orientation is associated with more favorable impressions regarding global virtual team processes and that cultural differences are not concealed by virtual means of communication.

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