Exploring the influences of individualism-collectivism on individual's perceived participation equality in virtual learning teams

Abstract

This study aims to investigate the effects of equal participation on individual member's self assessment in terms of self-reported learning, self-perceived value of contribution, group identity and process satisfaction. Further, we examine how these effects of equal participation on individual learners are moderated by learners' cultural orientation in terms of individualism-collectivism. Data were collected from 65 virtual learning teams involving 195 undergraduates in a college in south China. MANOVA tests were performed to test the hypotheses. Findings revealed supportive results to most of posited main effects as well as moderating effects. © 2009 Springer Berlin Heidelberg.