The horizontal and vertical dimensions of individualism and collectivism are an important characteristic of cultures. These dimensions have many implications for the ways in which individual learners use and respond to interactive technologies. This article reports on a study that investigated the impact of culture, specifically horizontal individualism (HI), vertical individualism (VI), horizontal collectivism (HC), and vertical collectivism (VC) on the effectiveness of technology mediated learning. Results indicate that the four dimensional patterns have differing effects on the use of TML communication capabilities, feelings of sense of community, satisfaction with the TML experience, perceived learning, and declarative knowledge acquisition.
Alavi and Leidner (2001) contend that to best examine the effectiveness of TML, the “mutual influence” of a constellation of variables need examination. They propose that instructional technique, coupled with the learning environment will impact underlying psychological learning processes of individual learners, which in turn will impact learning outcomes (satisfaction, perceived learning, and actual learning).