ABSTRACT
A conceptual view of distance learning can often be seen as consisting of two symbiotic components: technology and theory. While the technological side of distance learning can be seen in the use of Computer-Mediated Communication (CMC), the primary pedagogical foundations of distance learning lie in social constructivist theory, which is tied closely with Vygotsky's Zone of Proximal Development model. A body of the work on culture and distance learning also points to power distance being a limiting factor on collaboration. Use of the Curtis and Lawson coding scheme allows for a more complete analysis of the cultural dimension of the target population in a distance learning setting that can then be compared with the social constructivist distance learning pedagogical values. This chapter focuses on individualism-collectivism dimension as Triandis suggests that it is the most relevant dimension in developing hypotheses concerning the relationship between culture and social behavior. Individualism-collectivism focuses on the relationship between individuals and groups.
