Cultural challenges eLearners from the GCC countries face when enrolled in Western educational institutions: A thematic literature review

Hashlamoun, Nafeth Al

doi:10.1007/s10639-020-10313-1

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…The effect of the cultural differences while using e-learning platforms is also noticed when students from the UAE study abroad in the western universities. For example, Al Hashlamoun (2021) listed some challenges that e-learners from the UAE face when enrolled in Western Universities. One of them is the irrelevance of Western universities' curricula to socio-cultural values of UAE.…”

Section: Discussionmentioning

confidence: 99%

The Equity of Pedagogical Approaches in E-Learning Initiatives in Higher Education Institutions in United Arab Emirates

2022

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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The slow adoption of e-learning in Higher education institutions (HEIs) in the United Arab Emirates (UAE) has been attributed to many Information Technology (IT) success factors or factors related to the management of IT. While many researchers were able to identify legitimate factors that have an impact on the adoption of e-learning, the impact of the cultural factors has not been thoroughly studied. The HEIs in the UAE have implemented e-learning solutions developed in Western countries. When these e-learning solutions are used without any cultural pedagogical consideration, they are creating inequitable learning conditions for UAE students. This case study aimed to investigate the role of the western-oriented culture e-learning pedagogy on the adoption of e-learning among UAE female students. Data was collected qualitatively from interviews with colleagues who are using western-oriented cultural pedagogies in their e-learning classes. A pattern matching technique was used to analyse the collected data. The cultural constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) were used as a lens to guide this study. The findings revealed the impact of the western-oriented pedagogy of Blackboard Learn (BBLearn) on the slow adoption of e-learning in the researchers' department. This study confirmed the importance of the local UAE culture on the adoption of e-learning and calls for further studies in that domain.

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Section: Discussionmentioning

confidence: 99%

The Equity of Pedagogical Approaches in E-Learning Initiatives in Higher Education Institutions in United Arab Emirates

2022

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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“…Numerous studies have demonstrated the predictive and construct validity of the dimensions, showing that they are related to various important outcomes across cultures ( Taras et al, 2012 ). The dimensions have been found to be useful in explaining cross-cultural differences in various domains, including learning ( Habók et al, 2021 ), communication ( Puyod and Charoensukmongkol, 2019 ), and education ( Al Hashlamoun, 2021 ). Given the established reliability and validity of Hofstede’s cultural dimensions, we believe they are appropriate for use in our study to classify countries with differential latent means of student self-efficacy.…”

Section: Methodsmentioning

confidence: 99%

What cultural values determine student self-efficacy? An empirical study for 42 countries and economies

Jin

Xia

et al. 2023

Front. Psychol.

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Self-efficacy is a vital personal characteristic for student success. However, the challenge of cross-cultural comparisons remains as scalar invariance is hard to be satisfied. Also, it is unclear how to contextually understand student self-efficacy in light of cultural values in different countries. This study implements a novel alignment optimization method to rank the latent means of student self-efficacy of 308,849 students in 11,574 schools across 42 countries and economies that participated in the 2018 Program in International Student Assessment. We then used classification and regression trees to classified countries with differential latent means of student self-efficacy into groups according to Hofstede’s six cultural dimensions theory. The results of the alignment method recovered that Albania, Colombia, and Peru had students with the highest mean self-efficacy, while Slovak Republic, Moscow Region (RUS), and Lebanon had the lowest. Moreover, the CART analysis indicated a low student self-efficacy for countries presenting three features: (1) extremely high power distance; (2) restraint; and (3) collectivism. These findings theoretically highlighted the significance of cultural values in shaping student self-efficacy across countries and practically provided concrete suggestions to educators on which countries to emulate such that student self-efficacy could be promoted and informed educators in secondary education institutes on the international expansion of academic exchanges.

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“…Online education has become increasingly popular in recent years. [1][2][3][4][5] However, one of the main challenges in an online learning environment is the lack of social interaction between course participants. [6][7][8][9][10] In most cases, course participants can only communicate through online learning platforms [11][12][13][14][15] which is sometimes inadequate to express ideas and emotions effectively.…”

Section: Introductionmentioning

confidence: 99%

Role of Interpersonal Communication Using Artificial Intelligence: A Case Study on Improving Communication Quality in Library

Bisri Mustofa,

Wuryan,

Aji Mahesa Jaya

et al. 2024

KSS

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This study aims to explore the role of ChatGPT and artificial intelligence (AI) in improving the quality of interpersonal communication in an online learning environment. The case study was conducted on an online learning platform that provides chat features and an AI chatbot. The study used a mixed method, with data collected through surveys and structured interviews of 30 online course participants. The results showed that using ChatGPT and AI in interpersonal communication can improve the quality of communication between course participants. In addition, course participants found it more convenient and easier to communicate with an AI chatbot than with fellow course participants. These findings suggest that ChatGPT and AI can be effective tools for improving the quality of interpersonal communication in an online learning environment, especially when interacting with strangers or in less comfortable situations. This study provides insight into how technology can be harnessed to improve social interaction in an educational context. Keywords: interpersonal communication, ChatGPT, AI

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Cultural challenges eLearners from the GCC countries face when enrolled in Western educational institutions: A thematic literature review

Cited by 6 publications

References 14 publications

The Equity of Pedagogical Approaches in E-Learning Initiatives in Higher Education Institutions in United Arab Emirates

The Equity of Pedagogical Approaches in E-Learning Initiatives in Higher Education Institutions in United Arab Emirates

What cultural values determine student self-efficacy? An empirical study for 42 countries and economies

Role of Interpersonal Communication Using Artificial Intelligence: A Case Study on Improving Communication Quality in Library

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