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1. In an effort to develop virtual cross-cultural communities, there should be mounting emphasis on the significance of a common culture that offers the basis for the formation virtual community. In their own right, the virtual groups offer the chance of becoming culturally discrete in various contexts. The most common virtual cultural issues that group members and participants encounter are mostly as a result of their inability to understand the cultural norms of others. These participants face a multiple challenge in the context of working in an unusual virtual cultural environment, while engaging with the emerging or established virtual environment cultures. The participants operating in such an unfamiliar environment must negotiate so as to gain an appreciation of the differences of the cultures.

Therefore, a successful virtual environment cross-cultural experience entails moving from one set of values, believes and understandings, to another set through a cultural transition process. This transition enables the members to better understand the virtual group formation process of and to develop the group intercultural competence.

2. The creation of virtual groups and communities appears to be technically possible. However, the actual question in this case is whether the depth of the intimate relationships formed will be sufficient enough to fulfill the users' needs for intimacy to an extent that they will achieve both the mental and physical benefits afforded by such relationships with other parties or the non-electronic groups. Earlier researches done had suggested that the satisfaction that a consumer acquires from the online communication is a vital factor when it comes to determining the consumers’ usage and involvement in the system. Particularly, among the factors that determines of online chat, features such as anonymity and its text-based rather than spoken nature have resulted to enhanced closeness and intimacy among the group members. Anonymity of one self to the others group members or the public allows “a person to express his/her true mind, or authentic self, without getting concerned about self- presentation” leading to decreased conformity to group norms. In addition, anonymity of other participants may lead to an outstanding social character in a virtual group.

The social presence theory, however, has suggested that the type of communication that is used by individuals to express warmth, trust, attentiveness, and other interpersonal affection may be eliminated by computer-based communication media. In a lean cultural setting, it is very easy for the participants to stay anonymous, and this facilitates erratic behaviors. In other cases, lack of nonverbal feedback stops the participants from judging the sincerity of the other member.

3. At the virtual group level, learning is a function of the maturity of the group. Thus, while groups learn for themselves as they work, the involved parties can inspire and influence the group dynamics. Outside forces can also facilitate or hinder learning, but here again, groups decides how to respond. Therefore, a group facilitator should help foster group maturity by articulating new patterns of interaction to increase the group performance. Triggers for learning include external forces-pressures or opportunities that impinge the group learning. Triggers can also be internal pressures, such as the teacher, the group leader or one or more member’s exuberance, capabilities, or desire to get the group try something new. Readiness for learning includes the group’s member’s openness to new ideas, sensitivity to forces within and beyond the boundaries of the group, and desire to learn.

4. Apart from the three factors of success of the E-collaboration initiative mentioned in Abramowicz’ article “E-collaboration systems”, Management support is also a vital element that influence the system. E-Collaboration, in intra- and inter-organization mostly addresses the technological perspective in the embedding of e-Collaboration although management is also necessary. Thus, it is assumed that like all ICT projects e-Collaboration projects have technical, strategic and organizational implications which require a devoted management. E-Collaboration is not only a part of technology but also it requires strategic and organizational management interventions. A proceeding consisting of all the three perspectives is essential and advisable in achieving a sustainable success which has mutual benefits. E-Collaboration solutions can improve the existing processes depending on the e-Collaboration strategy used. It can also be a means of creating new forms of collaboration.

5. Projects have developed into the widespread approach utilized by many organizations, whereby organizations implement systems with unique requirements and possessing assorted settings. Organizations are becoming gradually more reliant on the effective knowledge creation and impartation of the same-within a widespread setting where resources are often disseminated across space, time, and cultural, as well as organizational boundaries. Against this backdrop, e-Collaboration therefore incorporates all those issues that pertain to Organizational culture, detailed planning and technology within and between the collaborating associations. With the emergence of e-collaboration systems, organizations applying this system will be required to have the necessary technological competence in order to handle the ranging and dispersed value formation activities. This is because E-Collaboration is a precarious, intricate, and a comparatively an ineffective initiatives. It is therefore important to have a comprehensive understanding of the challenges, hindrances, opportunities, and contextual contingencies essential for a successful e-Collaboration undertaking. A better understanding of the particularities and nature of e-Collaboration technologies is also needed as well as understanding of the exclusive requirements they generate in various settings.

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