Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

Ina Blau, Tamar Shamir-Inbal, Shlomit Hadad

Research output: Contribution to journalArticlepeer-review

26 Scopus citations

Abstract

The purpose of this study was to examine the influence of online collaborative learning experiences on students' digital collaboration skills and on the sustainability of e-collaboration in schools' culture—comparing individualistic versus collectivistic cultures. In addition, we explored how the leadership experience of schools' ICT coordinators was predicted by their sense of professionalism and cognitive, emotional and social aspects of perceived learning (PL), while leading the collaborative projects. The participants were ICT coordinators from 513 Israeli schools; 214 of whom were Hebrew-speakers, and 299 Arabic-speakers. The participants were asked to complete an online questionnaire, which included multiple-choice and open-ended questions. The results showed significant differences between a variety of the coordinator-related variables as a function of learning culture (more individualistic vs.more collectivistic). Coordinators' leadership experience was a powerful predictor of students' digital collaboration skills, but did not predict the sustainability of e-collaboration. Coordinators' emotional PL predicted the sustainability of collaboration in both schools with more individualistic and with more collectivistic learning cultures. The implications of the findings for educational theory and practise are discussed.

Original languageEnglish
Pages (from-to)672-687
Number of pages16
JournalJournal of Computer Assisted Learning
Volume36
Issue number5
DOIs
StatePublished - 1 Oct 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2020 John Wiley & Sons Ltd

Keywords

  • ICT school coordinators
  • cognitive, emotional, and social perceived learning
  • individualistic and collectivistic school culture
  • leadership experience
  • online collaborative learning
  • students' digital collaboration skills

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