Collaboration, Technology, and Culture
INTRODUCTION AND OVERVIEW Culture has a deep impact on how people learn and interact, what type of learning is highly valued, and what technological uses are preferred (Chan, 2008; Nisbett, 2003; Tweed & Lehman, 2002; Watkins & Biggs, 1996; Zhang, 2007). us, understanding cross-cultural di erences in learning and fostering cross-cultural interaction and re ection has become an important research topic. e signi cance of this topic is heightened by international assessments that place some nations ahead of others on various measures (Organisation for Economic Co-Operation and Development [OECD], 2010; Stigler & Hiebert, 1999). Research on collaborative learning and related computer support is rooted in a sociocultural perspective and has involved an international community of researchers. Computer-mediated communication and learning environments provide unprecedented opportunities for learners from di erent cultures to interact and collaborate, and for researchers to investigate such cross-cultural interaction and collaboration (Kim & Bonk, 2002; Lin & Schwartz, 2003). erefore, researchers in the eld of collaborative learning call for systematic e orts to investigate the impact of culture on the design and implementation of collaborative learning and cultural transformation underpinning classroom innovation (Vatrapu & Suthers, 2007, 2009; Zhang, 2010). e purpose of this chapter is to identify focal issues in this research area, synthesize conceptual underpinnings and empirical ndings that can be built upon, and highlight educational implications and directions for future research.