Cultural diversity, leadership, group size and collaborative learning systems: An experimental study

Abstract

Collaborative learning systems (CLS) have received increasing research attention owing to advances in computer-mediated learning technology as well as paradigmatic shifts in the educational arena. To better understand the circumstances under which the use of CLS would enhance learning efficiency, a laboratory experiment with a 2X2X2 factorial design was conducted to investigate the effects of cultural diversity, leadership, and group size within a CLS context. Interaction and main effects of the independent variables were examined on learnersa?? learning performance, satisfaction with process, and attitude toward the CLS usage. The main findings include the following. Cultural diversity was found to have a more significant positive effect on performance in groups with leadership than those without leadership. Leadership lowered learners' satisfaction with process in homogeneous groups (as compared to heterogeneous groups) and smaller groups (as compared to larger groups). Moreover, learners' attitude toward CLS usage was influenced positively with greater cultural diversity, but negatively with presence of leadership and larger group size.