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This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and special education program at a university located in the Northeastern United States. A qualitative research design using semistructured interviews, focus group interviews, and a non-participant observation were employed to collect the data for the study. The analysis of the data identified six themes on the perceptions of the minority graduate students toward online collaborative learning activities: (a) knowledge building and construction, (b) preference to work in small-group over whole-group activities, (c) opportunities to share and lead discussion in cross-cultural online environment, (d) collaborative activities help meet their learning and communication styles, (e) challenges of dealing with cultural differences, and (f) lack of multicultural inclusion in the curriculum/course content. The findings of the study suggest that instructors who are tasked to teach online courses should take into account the benefits, preferences, and challenges of students from diverse cultural backgrounds as they participate in online collaborative learning activities.

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Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms. Population/Participants/Subjects Fifty full-time instructors of online courses from three universities in the northeastern part of the United States participated in the study. The participants included Clinical Professors of Practice (n = 4), Assistant Professors (n = 18), Associate Professors (n = 16), and Full Professors (n = 12). There were 23 females and 27 males from different academic disciplines and cultural backgrounds. Research Questions Unlike many previous studies, this study sought to uncover online instructors’ perceptions of cultural diversity in the online classroom, the pedagogical strategies they employ to address issues related to cultural diversity in online learning, and the challenges they encounter in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. Specifically, this study explored the following research questions: (a) How do instructors of online courses perceive cultural diversity and the impact of cultural diversity in online learning? (b) What instructional strategies do instructors of online courses use to address issues related to cultural diversity in online learning environments? (c) What challenges do instructors of online courses encounter in their efforts to promote cultural diversity and multicultural learning content in online environments? Research Design This study employed qualitative research design using semi-structured interviews and content analysis to explore instructors’ perceptions of cultural diversity in online learning as well as the challenges encountered by instructors of online courses in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. The qualitative research design was chosen because it allowed the researchers to collect and analyze data about the instructors’ perceptions of cultural diversity based on their own voices, with the aim of producing conceptual explanations of the types of instructional strategies that instructors use to promote cultural diversity in online education and the challenges they encountered in the online classroom. Findings/Results The findings of the study pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness activities, addressing the impact of multicultural education— support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning. Conclusions and Recommendations Findings revealed that the majority of the instructors view cultural diversity as the recognition of students’ cultural differences within the online learning environment, the ability of instructors to infuse multicultural content into their curriculum, and the capacity of instructors to use a variety of strategies to facilitate instructional delivery to meet the needs of students from diverse cultural backgrounds who study in the online environment. Findings also suggested that instructors’ perceptions of cultural diversity in the online setting vary depending on their teaching discipline and academic preparation. Specifically, instructors in education, social sciences, and engineering demonstrated a good understanding and awareness of cultural diversity. They also felt the need to provide support that enhanced the learning experiences of diverse student populations in the online environment. On the contrary, instructors in the physical sciences did not demonstrate such a good understanding of cultural diversity and showed little knowledge of ways to incorporate multicultural learning content to help diverse student populations achieve academic success in online education. In light of the findings from this study, the researchers recommend that online instructors and instructional designers work toward enhancing their knowledge of cultural diversity and toward incorporating multicultural resources in their curricula to support diverse student populations (including those with learning disabilities) in online education.

This study explores the potential of photovoice for understanding environmental perspectives of teachers in the Narok District of Kenya. The objective of this paper is to share this photo-methodology with environmental educators so they may use it as an innovative methodological tool to understand the construction of environmental perspectives. The researchers analyzed the digital images and the accompanying narratives for themes emerging for each of the key terms. The researchers utilized Critical Visual Methodology to guide the data analysis. Each photograph was coded according to its site of audiencing (including both compositionality and social modalities). The themes - shares local knowledge, documents context, documents knowledge emerged from the participants’ photovoice. The researchers theorize this tool illustrated the ways in which this community valued the environment, their community, and the ways in which they conceptualize the solutions.