A cross‐cultural study of group process and development in online conferences
Abstract
Employing survey and focus group data, this study examined if there are differences in perception of online group process and development between participants in Mexico and the United States of America (USA). Survey data indicated significant differences in perception for the Norming and Performing stages of group development. The groups also differed in their perception of collectivism, low power distance, femininity, and high context communication. Country differences rather than age and gender differences, accounted for the differences observed. Focus group participants identified several factors that influence online group process and development: (1) language; (2) power distance; (3) gender differences; (4) collectivist vs. individualist tendencies; (5) conflict; (6) social presence; (7) time frame; and (8) technical skills.
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Gunawardena et al. (2001) found strong evidence showing the influence of students' national culture on their online learning behaviors.
“this cross-cultural study found strong evidence showing the influence of students' national culture on their online learning behaviors.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Gunawardena et al., 2001
Gunawardena et al. (2001) found that Mexican students showed higher tendencies for affection, compassion, and emotion in online group processes compared to their American peers.
“For example, compared to their American peers, Mexican students showed higher tendencies for affection, compassion, and emotion in online group processes”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Gunawardena et al., 2001
Gunawardena et al. (2001) argued that individual differences in cultural groups need to be accounted for so that we do not subscribe to the fallacy of homogeneity or the fallacy of monolithic identity.
“Individual differences in cultural groups need to be accounted for so that we do not subscribe to the fallacy of homogeneity (that terms such as 'American' connote international sameness), or the fallacy of monolithic identity (the assumption that individuals in groups have no differential identities)”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Gunawardena et al. (2001)
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- Authors
- Gunawardena, C. N., Nolla, A. C., Wilson, P. L., Lopez‐Islas, J. R., Ramirez‐Angel, N., & Megchun‐Alpizar, R. M.
- Venue
- Distance Education
- Publisher
- Informa UK Limited
- Published
- 2001-01
- Volume
- 22
- Issue
- 1
- Pages
- 85-121
- ISSN
- 0158-7919 (ISSN-L)
- 1475-0198
- OpenAlex
- W2072114035
- Cited by
- 198
- References
- 45
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 7 · 2023: 6 · 2022: 2 · 2021: 35 · 2020: 10 · 2019: 9 · 2018: 7 · 2017: 8 · 2016: 9 · 2015: 7 · 2014: 11 · 2013: 14 · 2012: 11
- FWCI
- 27.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Distance Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Social Psychology › Team Dynamics and Performance
- Physical Sciences › Computer Science › Human-Computer Interaction › Digital Communication and Language
- Keywords
- group development, cross-cultural comparison, virtual conference, collectivism, power distance, femininity, high-context communication, language barriers, gender differences, conflict, social presence, technical skills
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