Intercultural Internet-based learning: Know your audience and what it values

Johari, Abbas; Bentley, Joanne P. H.; Tinney, Mari Vawn; Chia, Bing Howe

doi:10.1007/bf02504870

Cited by 53 publications

(9 citation statements)

References 11 publications

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“…At the same time, from a quality perspective, it is inadequate to make assumptions about academics' sensitivities and deeper interpretation of different cultural contexts, philosophical beliefs and pedagogical expectations (Bentley, Tinney, & Chia, 2005;Quality Assurance Agency, 2014). In the current study, there was evidence that some students did not think tutors appreciated their own personal and professional circumstances.…”

Section: Discussionmentioning

confidence: 99%

The experience of international postgraduate students on a distance-learning programme

Harrison

Robinson

et al. 2018

Distance Education

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Online distance-learning (ODL) programmes in higher education enable students to remain in their domicile country to study with institutions based in other countries. ODL students can find themselves studying with others from many different countries, adding greater heterogeneity of personal, environmental and cultural perspectives compared with oncampus education. This is likely to impact the learners' experience in different ways. The current research examined the experience of students living outside of the European Union, who were registered with an ODL programme with a higher education institution based in the European Union. The research identified a number of important factors that influenced the students' experience in different ways. The results emphasize the need for ODL programmes to fully consider individual students' contexts, regardless of where they are in the world, and for these needing to be embedded in a pedagogical framework that gives due consideration to globally diverse cohorts of students

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Section: Discussionmentioning

confidence: 99%

The experience of international postgraduate students on a distance-learning programme

Harrison

Robinson

et al. 2018

Distance Education

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“…As the mobile learning market becomes gradually global, understanding cultural difference and educational values could provide a significant competitive edge for universities or training organizations. Johari, Bentley, Tinney, and Chia (2005) recommend a new intercultural standard for creating the instructional of a course in which designers and learners can clearly convey the educational values to each other. These educational values are mainly influenced by (1) cultural norms, (2) the philosophy of learning, and (3) personal preferences for learning (Hofstede, 1986).…”

Section: Discussion and Recommendationmentioning

confidence: 99%

Mobile Learning: Designing a Socio-Technical Model to Empower Learning in Higher Education

Prasertsilp¹

2013

lux

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“…Important issues in online instruction across cultures are (1) impact of learners' culture and language on their learning behaviors (Anderson & Simpson, 2007) and (2) the design and implementation of specific models of instruction to address students' ways of learning and interacting online (Llambi et al, 2008;Smith & Ayers, 2006). For example, Johari (2005) suggested responding to learners' language needs, learning styles, and preferences by integrating eight different methods in preparing instructional materials and strategies to match learners to different courses (i.e., language, educational culture, technical infrastructure, primary audience, learning styles, reasoning patterns, cultural context, and social context). Henderson (1996Henderson ( , 2007 built her Multiple Cultural Pedagogical Model of interactive multimedia instructional design that adds to Reeves' 14 dimensions (i.e., pedagogical philosophy, goal orientation, role of instructor, value of errors, motivation, etc.)…”

Section: Review Of Related Literaturementioning

confidence: 99%

Instructional Strategies that Respond to Global Learners’ Needs in Massive Open Online Courses

Phan

2018

OLJ

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Massive Open Online Courses (MOOCs) are one of the most innovative forms of online instruction delivered to learners of different language, cultural and educational backgrounds around the world. These multicultural learners have diverse communication styles, learning behaviors and needs that are manifested and demonstrated differently in such a large scale online learning environment as MOOCs. There is little research on how aspects of MOOC learners’ diverse cultural backgrounds and learning behaviors are perceived, how these learners are characterized in terms of their learning needs, and how the MOOC instructors and instructional designers respond to these needs in the course design process. The purpose of this qualitative study was to describe how MOOC learners’ diverse learning needs, stemming from their different language, cultural and educational backgrounds, were perceived and responded to during the course design and delivery. Participants were fifteen instructors and instructional designers in American higher educational institutions who were involved in designing and delivering a wide variety of MOOC subjects on the Coursera hosting platform. The insights of participants into specific instructional strategies that were designed especially for MOOC multicultural learners’ needs were categorized into three themes: language, content and engagement. These strategies aimed to provide support and engage learners with English language barriers, or those who did not have the necessary subject background to keep up with the course, or those who were not familiar with the American education culture. The study also investigated the pedagogical challenges and concerns that the participants faced during and after the delivery of the MOOCs. Typical challenges included confusions caused during the discussion triggered by the subject, the participants’ struggle with the efficiency of peer assessment, and the applicability of the content materials for the global audience.

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Intercultural Internet-based learning: Know your audience and what it values

Cited by 53 publications

References 11 publications

The experience of international postgraduate students on a distance-learning programme

The experience of international postgraduate students on a distance-learning programme

Mobile Learning: Designing a Socio-Technical Model to Empower Learning in Higher Education

Instructional Strategies that Respond to Global Learners’ Needs in Massive Open Online Courses

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