Information Technology Reference
In-Depth Information
training, then, theoretically, the creativity and
problem solving potential of the team is limited.
When facilitated properly, a team will be more
effective than a single person will. For example,
virtual teams that develop new ideas and problem
solving are often composed deliberately of people
of various ages, interests, religious backgrounds,
or academic disciplines. Therefore, diversity on
learning virtual teams has been shown to be
positively associated with performance if proc-
ess challenges are addressed (Chen et al., 2000;
Paulus, Legett, Dzindolet, Coskun, & Putman,
2002).
Although diversity is connected to positive
outcomes, it also has been linked to negative
ones, like difficulties in managing cooperation.
While a diverse team can generate a wider array
of ideas, solutions, and perspectives, it may also
require special management to both release and
harness that diverse energy. The collection of
differences in a diverse virtual team may bring
more conflict within the team if these differences
are not managed with insight to the idiosyncrasies
of the team membership.
Gender is among the characteristics associ-
ated with diversity and is known to influence
team behaviours (Barrett & Lally, 1999). Many
surveys were designed to explore whether men
and women feel differently about being part of
a learning team. More specifically, some ques-
tions arose: Are there differences in the degree
to which men and women are satisfied with team
performance? Are there differences between what
men and women see as the primary difficulties
faced by a team? And if gender differences exist,
how do they influence team performance? The
assessment of gender and diversity influence
in learner-learner interactions in a CSCLE is a
crucial issue concerning the determination of
the educational value of such an environment
(Gunn & McSporran, 2003). In order for educa-
tors to balance the benefits of diversity with its
possible costs, they must be aware of the factors
that constitute diversity and their influence on
team performance.
the imPACt oF gender And
diversity in leArner-leArner
interACtions
In the current section, the discussion focuses on the
social and cultural differences of individuals that
shape diversity in a collaborative virtual team.
social differences
Social differences focus on race, gender, class, age,
or sexual orientation. The individual's identity in
these social categories is derived both from the
knowledge of what it is like to be part of a particu-
lar group (e.g., women) and from the way others
view the value of being a member of that group
(Abnett, Stanton, Neale, & O'Malley, 2001).
Gender-based differences in performance and
communication style in computer supported learn-
ing environments were deemed as an important
element for research (Blum, 1999; Gunn & Mc-
Sporran, 2003; McLean & Morrison, 2000).
Fewer girls and women study or have jobs in
engineering or computer science; in schools and
homes, boys often dominate computer use, while
females are typically less confident about using
technology and have less experience with it (Blum,
1999; Brosnan & Davison, 1994; Ford & Miller,
1996; Hatton, 1995). There have been identified
common differences in the behavior of male and
female students in technology-based instructions.
These differences include self-reported levels of
confidence in ability to work successfully with
technology, and patterns of interaction. It was
found that women talked less, contributed less
frequently, did not receive positive feedback to
their contributions, and did not appeal to the
same sources of support (Ausburn, 2004; Barrett
& Lally, 1999).
Similarly, Gunn and McSporran's (2003) study
found gender differences in motivation, confi-
dence level, flexibility, and access. Men stated
that they were very confident and enjoyed using
the online materials, whereas women stated they
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