Cultural Influences on Personalized e-learning Systems

Bol, Linda; Tong, Lowell; Zilioli, Monica; Soto, Fabián A.; Wasserman, Edward A.; Vadillo, Miguel A.; Utsahajit, Wichai; Trueman, Rebecca C.; Tableman, Betty; Teodoro, Vitor Duarte; Zuberbühler, Klaus; Waxer, Matthew; Gog, Tamara van; Sweller, John; Udvari-Solner, Alice; Witnauer, James E.; Verguts, Tom; Suthers, Daniel D.; Zhang, Rui; Zhu, Y.; Vamvakoussi, Xenia; Thomas, Roger K.; Williams, Douglas A.; Sun, Qi; Thomas, Michael S. C.; Železný, Filip; Wnek, Janusz; Soini, Hannu; Stefanenko, Tatiana; Skocaj, Danijel; Smith, Andrew D. M.; Smith, Kenny; Hacker, Douglas J.; Mattarella-Micke, Andrew; Beilock, Sian L.; Seel, Norbert M.; Rosenstand, Claus Andreas Foss; Burke, Christian; Poncelet, Ann; Ell, Shawn W.; Shaban-Nejad, Arash; Scheff, Thomas J.; Blaisdell, Aaron P.; Miller, Ralph R.; Matute, Helena; Heyman, Gail D.; Fisch, Shalom M.; Brooks, Simon Philip; Dunnett, Stephen B.; Baeriswyl, Franz; Gobet, Fernand; Lane, Peter C. R.; Convertini, Vito Nicola; Bruno, Gianni; Arnold, Pamela L.; Nunnery, John; Seif, Erin; Carlson, John S.; Lane, H. Chad; Murray, Brendan D.; Kensinger, Elizabeth A.; Braun, I.; Gurlitt, Johannes; Nückles, Matthias; Garner, Joanna K.; Arsénio, Artur; Schwartz, Judah L.; Neves, Rui; Bugnyar, Thomas; Cronin, Katherine A.; Lazaric, Nathalie; Morton, J. Bruce; Adcock, Amy; Hoffman, Bobby; Schraw, Gregory; McCrudden, Matthew T.; Mayer, Richard E.; Ploetzner, Rolf; Paas, Fred; Cangelosi, Angelo; Randles, Clint; Pasiali, Varvara; Metta, Giorgio; Ohlsson, Stellan; Kester, Liesbeth; Kirschner, Paul A.; Dattilio, Frank M.; Hinkel, Eli; Finton, David J.; Mäkitalo‐Siegl, Kati; Kollar, Ingo; Gokhale, Anu A.; Metzner, Christiane; Cattafi, Ricardo; Boom, Jan; Garavan, Thomas N.; Carbery, Ronan; Grise, Philip J.; Ataizi, Murat; Fischer, Christopher J.; Pribesh, Shana; Greenberg, Gary; Gagatsis, Αthanasios; Ghanbari, Shahram Azizi; Hartono, Pitoyo; Merriënboer, Jeroen J. G. van; Funke, Joachim; Kratus, John; Burnard, Pamela; Fraine, Bieke De; Belfi, Barbara; Damme, Jan Van; Keener, Matt C.; Illeris, Knud; Dulger, Ilhan; Schmajuk, Néstor A.; Ifenthaler, Dirk; Lajoie, Susanne P.; Naismith, Laura; Ormrod, Jeanne Ellis; Schneider, Michael; Dooren, Wim Van; Kaufman, Kenneth A.; Ayres, John J. B.; Reiser, Robert A.; Boondao, Roongrasamee; Mengelkamp, Christoph; Bannert, Maria; Glautier, Steven; Craig, Scotty D.; Karaminis, Themis; Hurst, Angas J; Balconi, Michela; Barták, Roman; Kuželka, Ondřej; Göğüş, Aytaç; Deshler, Donald D.; Mitchell, Belinda B.; Kennedy, Michael J.; Novosel, Leslie; Ihle, Frances; Gould, Thomas J.; Bevins, Rick A.; Cushman, Jesse D.; Fanselow, Michael S.; Rose, David; Gallistel, C. R.; Langemeyer, Ines; Hammar, Åsa; Razzouk, Rim; Johnson, Tristan E.; Hooper, Simon; Clariana, Roy B.; Anshel, Mark H.; Lee, Jae Mu; Cowan, Nelson; Rauchs, Géraldine; Peigneux, Philippe; Montuori, Alfonso; Antonietti, Alessandro; Colombo, Barbara; Aldous, Carol R.; Elliott, Julian; Resing, Wilma C. M.; Apfelthaler, Gerhard; Kupavskaya, Aleksandra; James, Mark; Leonardis, Aleš; Kruijff, Geert-Jan M.; Maniar, Nipan; Higham, Philip A.; Guzel, Mehmet A.; Hurst, John; Curran, Dara; Podolskiy, Andrey I.; Bada, Erdogan; Özkan, Yonca; Sheard, Judithe; Genc, Bilal; Lee, JungMi; Reio, Thomas G.; Leyendecker, Ramon; Murray, Joy

doi:10.1007/978-1-4419-1428-6_643

Cited by 4 publications

(13 citation statements)

References 2 publications

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“…However, in spite of the sophisticated and interactive graphic users' interface, a lot is still missing because end-users' cultural and local language content and icon and symbols are not incorporated into the e-learning systems. For this reason, we can say that the software crisis is not yet completely resolved, because to date the e-learning system do not capture culture and culture-oriented [15], model [18] framework [4].…”

Section: Research Motivationmentioning

confidence: 99%

“…According to Mohammed and Mohan [4], e-learning and its content were originally developed without considering effects of culture. For example, Hofstede's [6] dimension shows the role of culture in IS but not on how to represent culture on e-learning system design [5]- [30].…”

Section: Problem Statementmentioning

confidence: 99%

“…Culture can be individual or collective [4]. Individual cultures are defined as cultural knowledge acquired individually while collective cultures are defined as grouped customs, usage, artistic, intellectual and religious that influence and define group or society [4].…”

Section: Problem Statementmentioning

confidence: 99%

“…The phrase was framed as a result of a number of issues like software under budgeted, low quality, lack of functionality. However, the benefits, and significance of including culture in e-learning systems development cannot be over emphasized [4].…”

Section: Introductionmentioning

confidence: 99%

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A Conceptual Culture-Oriented e-Learning System Development Framework (e-LSDF): A Case of Higher Education Institutions in South Africa

Chukwuere¹,

Mavetera²,

Mnkandla³

2015

IJTEF

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 Abstract-The development of educational software cannot be improved without a full understanding of methodologies, techniques, and cultural factors that inform the system development process. In education, technology has become a crucial tool. Computer-based technology brings a positive change, increasing knowledge and information sharing. The software crisis remains an issue in the software development industry. Although several articles have been published to address this problem, no solution has been found. Incorporation of culture into e-learning system cannot be neglected because it can enhance the use of e-learning content and services effectively. This study explores how culture can be captured during e-learning system design in South Africa (SA). SA is a country with eleven (11) official languages and different cultural practices spreading across nine (9) provinces. The study proposes that choice, use and effectiveness of e-learning systems is influenced by these languages and the associated cultures. The current e-learning environment provides a one size fits all type of framework where differences in the cultural background of learners are not considered. To consider difference in culture, a new e-learning framework that will capture these differences is needed. This paper provides a conceptual e-Learning System Development Framework (e-LSDF) which can be used by e-learning system developers in capturing cultural differences in society during the development of e-learning systems.Nehemiah Mavetera was born in Gutu, Zimbabwe in 1969. He is an associate professor in information systems, a master and PhD internal and external examiner, an editor, reviewer of journal and conference papers in this field. Currently he is also a director of the School of Economic and Decision Sciences. He is a holder of a PhD in information technology from the University of Pretoria, a master in geoinformation science and earth observation specializing in cadastre and land administration from ITC, University of Twente in the Netherlands and a BSc (honors) engineering degree in surveying from University of Zimbabwe.Ernest Mnkandla held an honors degree in the field of electrical engineering from the University of Zimbabwe, Harare, Zimbabwe in 1992, an MSc degree in computer science from the National University of Science and Technology, Bulawayo, Zimbabwe in 1997, and a PhD in electrical and information engineering from the University of the Witwatersrand, Johannesburg, South Africa, 2008. His research interests are software engineering, software project management with specific focus on software quality management. He is currently an associate professor at

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Section: Research Motivationmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Conceptual Culture-Oriented e-Learning System Development Framework (e-LSDF): A Case of Higher Education Institutions in South Africa

Chukwuere¹,

Mavetera²,

Mnkandla³

2015

IJTEF

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“…Research in learning styles has revealed patterns across disciplines (Healey et al, 2005; French et al, 2007; Cagiltay, 2008) as well as student backgrounds (Boondao et al, 2008). The data from these studies reveal diversity among students from different regions (cultural) within a discipline.…”

mentioning

confidence: 99%

Learning Styles among Students in an Advanced Soil Management Class: Impact on Students’ Performance

Eudoxie

2011

J. Nat. Resour. Life Sci. Edu

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Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second‐year soil science students (n = 62) were investigated using the VARK and index of learning styles (ILS) questionnaires, at the mid‐semester stage. Student performance was measured using quality points (course work and final exam), which was also compared with to learning style preferences. The results showed that students were mostly multimodal (25%) and kinaesthetic (25%) for the VARK instrument. An almost balanced student profile was seen among the four dimensions for the ILS except between sequential and global preferences, which differed significantly (p < 0.05). Learning preference was not related to course performance. Students performed significantly better in course work compared with the final exam. Grouping students into “strong” and “balanced” profiles resulted in lower quality points for students labeled as having a strong preference. The data supported using a diverse set of instructional resources and complementary assessment, but how these and other attributes of the learning environment interact to facilitate better learning leaves much to be researched.

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Affirming diversity in an online course

Baltes

2010

Campus-Wide Information Systems

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PurposeNumerous attempts have been made to link a particular learning style to either a particular culture, gender, or even a generation. In a typically heterogeneous online class, it is impossible to address every participant's culture or the degree of assimilation to a particular culture. Consequently, the aim of this paper is to recommend strategies on how to address numerous learning styles in a culturally sensitive classroom environment.Design/methodology/approachCurrently, a literature review of publications in English has been concluded. An upcoming case study at an online university might corroborate the findings.FindingsThere are many variations of an instructor's cultural background interacting with the diverse cultures of students in an online university situated in a particular local culture. Consequently, it is prudent to offer a variety of learning opportunities. The more learning styles are accommodated, the higher the chances that learning occurs. Compared with a traditional face‐to‐face classroom where choices between learning options have to be made due to time constraints, the online classroom offers the opportunity to provide a variety of learning opportunities.Practical implicationsThe paper presents a variety of learning opportunities that can be considered in the development of online courses. The suggestions are not bound to a particular generation, culture, or gender but are just plain good online teaching that applies to a heterogeneous – just as much as to a homogeneous – student population.Originality/valueOnline learning is spreading in numbers as well as globally. This paper hopes to avoid “colonization” of online learning but to support cultural affirmation within the online learning environment.

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Cultural Influences on Personalized e-learning Systems

Cited by 4 publications

References 2 publications

A Conceptual Culture-Oriented e-Learning System Development Framework (e-LSDF): A Case of Higher Education Institutions in South Africa

A Conceptual Culture-Oriented e-Learning System Development Framework (e-LSDF): A Case of Higher Education Institutions in South Africa

Learning Styles among Students in an Advanced Soil Management Class: Impact on Students’ Performance

Affirming diversity in an online course

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