KMITL

Permanent URI for this communityhttps://dspace.kmitl.ac.th/handle/123456789/1

Browse

Settings

Has files: NoSubject: search.filters.subject.students

Search Results

Now showing 1 - 2 of 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    A systematic review on cultural context, time orientation, and power distance in ICT-mediated collaborative learning in higher education
    (2026-01-01)
    Zhai, Chunpeng
    ;
    Wibowo, Santoso
    ;
    Viriyavejakul, Chantana
    ;
    Rahman, Shaikh Sadik
    Information and communication technologies (ICTs) encompass the use of digital tools including computers, mobile devices, online platforms, and interactive software for enhancing communication, learning, and productivity. Most studies focus on participation, communication, and learning experience, leaving a critical gap in understanding how intercultural constructs shape digital engagement and learning outcomes in multicultural ICT-mediated contexts. Many digital learning environments continue to reflect Western-centric assumptions about monochronic time management, communication patterns, and learner autonomy, which can marginalize students from high-context or polychronic cultural backgrounds. This systematic review examines three underrepresented cultural dimensions: Hall’s high- and low-context communication styles, which explain differences in direct and indirect communication; polychronic–monochronic time orientations, which explain differences in flexible and linear approaches to time; and Hofstede’s concept of power distance, which explains differences in expectations about authority and participation in ICT-supported higher education. The review seeks to identify the broader patterns through which these cultural factors influence access to information, digital literacy, communication, collaboration, and learning behavior in multicultural digital environments. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 22 relevant articles were retrieved from ProQuest, IEEE Xplore, ScienceDirect, Web of Science, and Google Scholar databases. The findings indicate that these cultural dimensions shape how students participate in ICT-supported learning, with many digital environments implicitly favoring low-context communication, monochronic time management, and low-power-distance interaction norms. This may place additional organizational and cognitive demands on students from other cultural orientations, although current evidence remains limited regarding whether culturally responsive adaptations improve academic performance as distinct from participation and learning experience.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Use of weblogs to enhance group learning and design creativity amongst students at a Thai University
    (2014-01-01)
    Auttawutikul, Siwanit
    ;
    Wiwitkunkasem, Kasemrut
    ;
    Smith, Duncan R.
    This study reports on the introduction of weblogs as a part of the teaching environment for Thai students to facilitate group learning and enhance creativity. Assessment of progress was through formal creative thought testing, as well as a questionnaire with both structured and open questions. Results showed a significant improvement in assessed creativity at the end of the trial period with weblogs being perceived as enhancing both group learning and creativity. Overall, the results suggest that the use of weblogs provide an environment in which Thai students can more freely show individual creativity within an enhanced peer collectivism structure. © 2013 Taylor & Francis.