The Effects of Individualism Vs. Collectivism on Learner’s Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning Forrest E. McFeeters Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction (Instructional Technology) Glen A. Holmes, Co-chair Peter E. Doolittle, Co-chair Katherine S. Cennamo Barbara B. Lockee Tonya L. Smith-Jackson May 23, 2003 Blacksburg, VA Keywords: online learning, culture, individualism, collectivism, learner preference, recall, transfer of knowledge, behaviorism, socio cultural constructivism, instructional environments © 2003 by Forrest E. McFeeters Permission is given to copy this work provided credit is given and copies are not intended for sale. The Effects of Individualism Vs. Collectivism on Learner’s Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning ABSTRACT This study examined the differences in achievement between groups exhibiting different cultural dimensions in a particular online instructional environment. Variables were measured concerning the relationship between instructional environments, cultural dimensions and online learner preference. The subjects of this study were a representative sample of groups of graduate students from different cultures. The instrument was composed of a treatment that was represented across two instructional environments. A web-based tool measured participant’s cultural dimension, recall, transfer of knowledge and learning preference. A 2 x 2 x 2 ANOVA analysis method was used to examine the effects of individualism and collectivism on learner preference and achievement (recall, transfer). Significance in transfer measures was found. This indicated deep understanding of materials for collectivist participants. Correlational analysis revealed significance between cultural dimension and learner preference for instructional methods. Findings were consistent with the body of literature on cross- cultural psychology. Forrest E. McFeeters Doctorate Candidate Dr. Glen A. Holmes May 23, 2003 ii ACKNOWLEDGEMENTS The creation of this document has been an adventure like none other! The adventure has been filled with ups and downs, twists and turns, and countless surprises. I would like to take this time to offer my sincerest gratitude to the many people who have graciously offered their time, support, reassurance, advice and words of encouragement. I consider myself a spiritual man, so I would first like to recognize the Creator, my Lord and Savior Jesus Christ, for putting the passion in my heart, inspiration in my mind, and persistence in my soul to complete this project. I would like to thank my peers for a number of reasons. For listening to my crazy ideas and farfetched dreams while providing the utmost support, I would like to thank Felecia Harrelson, Andrea Grove, and Dr. Stephanie Scheer, Dr. Robert Cobb, Dr. Krista Smith-Terry and Drs. Wayne and Glenda Scales. There are those who have unknowingly helped to keep me focused as I watched them exude tenacious character in the midst of their own difficult and challenging circumstances. Their courage has served as an inspiration for me to keep writing even when I REALLY did not want to, and for that I would like to thank Antionette Moore, Benetta Dease, Emet Laboone, Lenese Colson, Darlene Eberhart and Ross Perkins. Charla Gaskins, Chanel Thomas and people in housecalls were a tremendous help. The last, but certainly not least, of my peers are my adopted family of cohorts from the HESA department. Belinda Bennett, Terrell Strayhorn, and Evelyn Leathers continued to push me forward when things looked unsure. Every late-night study group served only to lift my spirits. You all were there and listened to me ramble on and on about the progress of my study when I know you did not have to. I really appreciate you all. iii There are faculty at Virginia Tech, University of San Diego and abroad who through their stalwart efforts have helped to propel my research forward. Had it not been for the contributions of these individuals, my research would have remained the nebulous cloud of vapor from which it originated. Dr. Geert Hofstede and Dr. Richard Mayer provided portions of their own renowned studies and allowed me to include them in my study. Their assistance and professional advice proved to be invaluable and I am indebted to them both. The professors with whom I have worked in my graduate assistantship were understanding and compassionate about my success at all times, so Drs. Josiah Tlou, Patrica Proudfoot Kelly, and Jerry Niles, I thank you. There have been a number of individuals in my department and others whose kind words opened my eyes in the beginning, although some of the things may have been very minor, I still reminisce about how the little things they may have said or done made a big difference in the direction I took early on. All of you kept an open door policy and showed me kindness. Those people are: Terry Davis, Dr. Mike Moore, Bonnie Guthrie, and Dr. John Burton, Mrs. Kim Biesecker, and Dr. Lisa Driscoll. I would also like to thank the people in Torgerson Hall, most specifically the technical wizards in IDDL. Kevin Roonie, Tom Corbett, Eric Gilmore (who is also a great friend, I couldn’t decide whether to put him here or in the peers section), Dr. Sherrie Turner and the rest of the staff of IDDL. You all devised a technological solution to many intricate design problems, thank you so much. Speaking of the technical side, I cannot emphasize enough how important Todd Bowden was to the success of this research study. Thank you, thank you, thank you Todd for allowing me to drop just one iv last idea by you, when you knew good and well it wasn’t going to be the last. Your patience was a Godsend. Thank you for crunching out code for my study into the wee hours of the night until everything worked perfectly. Finally, to my committee, Dr. Glen Holmes, for providing me with the benefit of your wisdom, patience, and understanding, for encouraging me to forge ahead even when things looked uncertain, and for staying on the phone with me long distance to figure out server problems, I thank you. Dr. Peter Doolittle, for interpreting my rough ideas and sculpting them into a masterpiece of research design, for helping me understand what I was doing, even when I didn’t understand what I was doing, I thank you. Drs. Barbara Lockee and Katherine Cennamo, for pointing me in the right direction and making me think about distance education and learning theories in a way I have never done before, I thank you. Dr. Tonya Smith-Jackson, for patiently sticking it out with me through all of its iterations, and for helping me to break my stuff down to make it easy to understand, I thank you. v TABLE OF CONTENTS ACKNOWLEDGEMENTS............................................................................................iii TABLE OF CONTENTS ...............................................................................................vi LIST OF FIGURES ........................................................................................................x LIST OF TABLES.........................................................................................................xi INTRODUCTION ..........................................................................................................1 Purpose of the Review.................................................................................................4 Definition of Terms.....................................................................................................4 THE REVIEW OF LITERATURE..................................................................................8 Individualism Versus Collectivism............................................................................ 10 Definition.............................................................................................................. 10 Description............................................................................................................ 12 In Educational Settings.......................................................................................... 17 Cross Cultural Empirical Research ............................................................................ 22 Hofstede’s Four Dimensions.................................................................................. 22 Achievement ......................................................................................................... 31 Distance Learning ................................................................................................. 36 Learning Preferences............................................................................................. 36 Summary............................................................................................................... 38 Learning Theories And Instructional environments ................................................... 41 Behaviorism .......................................................................................................... 43 Philosophical Assumptions................................................................................ 44 vi Theoretical Framework...................................................................................... 48 Instructional Environments...............................................................................