Cultural diversity in instructional design for technology‐based education

Abstract

IntroductionRoblyer, Dozier-Henry and Burnette (1996) pointed out the 'uneasy alliance' between technology and multicultural education by illustrating general problems faced by multicultural education and delineating technology's built-in cultural biases. More specifically, Reeves (1997) addressed the need of multicultural perspectives in instructional design and evaluation to help multicultural education. Volery (2000) named several characteristics of multiculturalism among the critical success factors in online education. Taking a practical approach, Collis (1999) and McLoughlin (1999) applied culture-sensitive factors in their design for online instructional materials, primarily based on Henderson's (1996) multiple cultural model of interactive multimedia. These researchers and educators discuss multicultural aspects of current issues in educational technology and insist that cultural diversity should be taken into account at different levels of instructional design for better outcomes of technology-based education. The following unites research and findings to demonstrate the implementation of technology in the multicultural classroom.

Terminology Entries (Alphabetical Presentation)

“…Chen (2007) examined biases in computer software pointing out a "cultural preferences for such things as analytic and linear thinking, the way information is organized, and culture-speci fi c logic and rules" (p. 1114). Culture-speci fi c has also been used to describe learning technologies created for an ethnically diverse target audience or group (Elen, et al, 2010;Frederick, Donnor, & Hatley, 2009;Subramony, 2006).…”

Student-Centered, e-Learning Design in a University Classroom

“…Instructors with content competence and an arsenal of effective instructional strategies produce higher achievement outcomes among students (Coleman et al 1966;Rowan et al 2002;Whitehurst 2002). Ensuring transformation in educational processes requires creation of new instructional models by effective instructors; however, many university professors are reluctant to embrace this shift due to technology availability, cultural lag (change in universities happens more slowly), and instructional training (Chen 2007;Johnson 1997;Maddux 1997).…”

Challenges in Conducting the Study to Adapt and Test the Psychometric Properties of the Psychological Vulnerability Scale in a Sample of 267 Portuguese Higher Education Students

“…-Construção da identidade. Intimamente relacionada com a consolidação da personalidade expressa-se pela capacidade de se perceber progressivamente, a si e aos outros, de forma cada vez mais realista (Chickering & Reisser, 1993). A construção da identidade conduz à autonomia progressiva, mas exige a capacidade de integrar na personalidade a sexualidade, isto é, pressupõe que o estudante se aceite como ser sexuado, e que seja capaz de estabelecer uma relação de intimidade e de amor (Hardy et al, 2013;Erikson, 1968Erikson, , 1976).…”

“…A Teoria dos Sete Vetores, proposta por Chickering (1993) (Harter, 1999). Espera-se ainda que seja capaz de identificar e resolver conflitos intra e interpessoais e de criar alternativas viáveis que lhe permitam tomar e assumir as suas decisões.…”

“…(2010) e com modelos que defendem que a capacidade de estabelecer relações íntimas satisfatórias é um marcador de bem estar desenvolvimental (Chickering & Reisser, 1993;Papalia & Olds, 2000). No panorama nacional, desconhecem-se estudos que explorem a vertente qualitativa das relações afetivas e a relação com a SM entre EES.…”