Role of Computer Mediated Communication in solving collaborative learning empowerment problems in higher education: a case study of Oman. Mr

The concept of collaborative work is gaining rapid acceptance in almost all disciplines of numerous organizations in the world like financial institutions, educational institutions, and business organizations (Ancona, 1990; Bettenhausen , 1991; Gallucci, 1985). Switzer and Shriner (2000) were of the view that students are the most obvious party who benefit from collaborative group work among students, faculty members, and the community. According to them there are four overlapping types of benefits for students. These are: 1) immediate educational benefits, 2) immediate social benefits, 3) critical thinking benefits, and 4) long-term career benefits. Research suggests that Face to Face (FTF) interaction in collaborative learning does not solve the communication problems in Arabic culture due to religious and cultural factors. It is necessary to think of an alternative that would respect the general scope of collaborative work (in terms of its multisided but interactive effect) but favour women's involvement in sharing and communicating information with their male fellows. This can be fulfilled through the use of Computer mediated communication (CMC). This study will build on previous IT & collaborative learning related researches. Lakoff (1975), Radino (1997) , Lawrance (1992) , and Yates (2001) were of the opinion that FTF communication will not solve the gender related problems in collaborative work, because through FTF interaction the male dominant role can be produced due to: identity of the speaker, eye contact, nodding, moving the hands, and facial expressions etc. The present research will step forward on the findings of O'Gara and Taggart (2004), which stated that in developing countries IT can be used as a tool of empowering group members in collaborative