E-learners or E-actors: Exploring the Possible Cultural Barriers Impacting Learner’s Participation Originality in Online Collaborative Learning

Abstract

Educationally, technology-enhanced collaborative learning is the use of technology to support/mediate online collaborative learning with some degree of ease. In other words, this paper focused on the notion that during online collaborative learning, learners are unconsciously compelled (as a result of their primary cultures) to forge a new self-identity to enable them participate and cope with learning with their peers.Using a literature review methodology, this paper argued using carefully selected literature and theories towards answering questions like the cultural barriers as well as the socio-technical dynamics that hinders the success of online collaborative learning. Although much remains to be explored, conclusions were drawn based on the findings that relate to the social and asocial character of online learning, the fear of fear of peers, the fear to be misunderstood, culture-dependent beliefs and a low order of discourse and challenges among peers.

Keywords: Technology-enhanced, learning, collaborative learning, e-learners, e-actors, self-identity, culture, socio-technical, beliefs

DOI: 10.7176/JEP/10-11-01

Publication date: April 30^th 2019