Technology's impact: symbiotic or asymbiotic impact on differing cultures?

Pan, Cheng-Chang; Tsai, Ming‐Hsiu; Tsai, Ping‐Ye; Tao, Yedong; Cornell, Richard

doi:10.1080/0952398032000113239

Cited by 11 publications

(11 citation statements)

References 1 publication

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“…Pan, Tsai, Tsai, Tao, and Cornell (2003) obtained similar findings. They indicated that Asian students (mostly from Confucian-heritage culture) were reluctant to participate in online discussions.…”

Section: Online Educationsupporting

confidence: 79%

IRRODL Volume 14, Number 4

Authors

2013

IRRODL

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thanks to our colleague Dr. Terry Anderson who has steered the IRRODL ship so energetically and astutely for the past 10 years. Terry's leadership has placed IRRODL in the forefront of our field's academic journals and Rory and I will work hard to maintain the level of quality that you have come to expect. And quantity! Volume 14, Issue 4 offers readers 14 research articles and one leadership note from all corners of the globe -a splendid feature that has become a hallmark of this journal.In a fitting opening to such a large and varied issue, the UK's Alan Tait, a familiar voice in our field, presents a framework of ideas drawing in particular on the capability approaches proposed by Amartya Sen in order to analyse theories of development and social justice that are claimed or may be inherent in the mission statements of 12 of the world's leading open universities. Supporting his premise with references to similar large-scope works by colleagues such as Rumble, Daniel, Bowles and Gintis as well as his own previous work, and citing incidents from institutions such as the Commonwealth of Learning and UNESCO, he concludes that reviewing institutions' statements of purpose and strategy will help them rise above operational levels that are potentially rhetorical.Wayne Atchley, Gary Wingenbach, and Cindy Akers from Texas tackle another recurring topic in our field, that of comparing completion and performance between traditional and online courses. Recalling Russell's well-known "no significant difference" study (2001), the authors found that there were differences in completion rates among disciplines; however, student characteristics such as age, gender, ethnicity, classification, major, and experience with online course delivery were not considered in this research, and more study will be necessary to further understand the nature of learning in the many formats available to us today. The critically important issues of online community, empowerment and engagement are also at the heart of Yu-Chang Hsu and Yu-Hui Ching's article on non-programmer adult learners' experience with mobile apps. Hsu and Ching found that students appreciated the rich level of peer support in their virtual learning community and they conclude that their study shows the educational value of mobile app design activities, and the possibility and practicality of teaching/learning mobile app design online.In exploring the application of another current platform, Scott P. Anstadt, ShannonBradley, and Ashley Burnette surveyed users of educationally and health focused SIMS (simulations) to discover what motivates their Second Life (SL) and real life (RL)interactions in several areas, potentially addressing the future role of educating social work students regarding research methodology in online virtual reality interactions.Implications for social work are discussed including engaging clients using incentives for social participation built into the SL milieu.In keeping with Tait's "let's examine our institutional Mann Hyung Hur and Yeonwook Im, als...

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Section: Online Educationsupporting

confidence: 79%

IRRODL Volume 14, Number 4

Authors

2013

IRRODL

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“…Composing and typing in chat environments offer little time to refer to dictionaries or to carefully formulate ideas [44]. Chinese students interviewed by Thomson & Ku [45] found chat communication unpleasant and disorganized.…”

Section: A Technology Issues For Iodhementioning

confidence: 99%

Crossing Cultures and Borders in International Online Distance Higher Education

Sadykova¹,

Dautermann²

2019

OLJ

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The growing demand for higher education worldwide, along with global expansion of telecommunication technologies, give online distance education a potential world-wide reach for institutions in many countries. Given the persistent international digital divide and the potential for the host institutions and languages to be those of wealthy, industrialized countries, international online distance higher education (IODHE) has great potential for educational and cultural imperialism. Therefore institutions contemplating expansion into international distance education must accommodate a number of changes that would enable building the safe learning/teaching environment needed for the development of a successful course. Drawing on literature of domestic and international online teaching and learning, multicultural studies, as well as personal international teaching and learning experience, the authors examine four domains where these changes are of critical importance: 1) host institution, 2) technology, 3) learning models of students, and 4) teaching models of faculty. The paper discusses issues and practices in each of these domains and offers general recommendations for institutions participating or planning to participate in cross-border/cross-culture online education.

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“…American peers due to inadequate language skills (Ciano, 2003;Zhang & Kenny, 2010), uncertain or culturally inappropriate rules of communication (Shattuck, 2005;Pan, Tsai, Tsai, Tao, & Cornell, 2003), somewhat aggressive and critical forms of discussion (Thomson & Ku, 2005), or unfamiliar, unclear, or culturally unacceptable rules of working on a team (Chen, Hsu, & Caropreso, 2006;Shattuck, 2005). In some cases this may result in marginalization and isolation of international students (Shattuck, 2005).…”

Section: Cathy's Casementioning

confidence: 99%

“…The mismatch between previous educational experience in the student's home culture and the requirements of the host institution embedded into the host culture may result in international students' confusion, frustration, unmet course expectations, and disappointment with the learning process and results (Pan, Tsai, Tsai, Tao, & Cornell, 2003;Sadykova & Dautermann, 2009;Shattuck, 2005). The American online classroom predominantly based on constructivist tenets and Socratic methods of knowledge acquisition, which values critical thinking and problem-solving skills (Greenholtz, 2003), may not be the same learning format many international students have been exposed to in their native countries (Wang, 2007;Zhang & Kenny, 2010).…”

Section: Introductionmentioning

confidence: 99%

Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US

Sadykova

2014

IRRODL

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The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online courses designed and offered within the paradigm of Western pedagogy.

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Technology's impact: symbiotic or asymbiotic impact on differing cultures?

Cited by 11 publications

References 1 publication

IRRODL Volume 14, Number 4

IRRODL Volume 14, Number 4

Crossing Cultures and Borders in International Online Distance Higher Education

Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US

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