Theorizing a Multiple Cultures Instructional Design Model for E-Learning and E-Teaching

Abstract

This chapter demonstrates the inadequacy of multicultural and internationalization instructional design models as the solution for equitable outcomes in the learning, credentialing, and employment stakes in the 21st century. Internationalizing learning and teaching eclipsed multiculturalism as the acclaimed strategy when Western universities entice international non-English-speaking-background students to their campuses or offer degrees to such e-learning students who reside in their own countries. Global and Western businesses establishing niches in overseas countries also use the concept of internationalizing their e-learning materials for the cultural training of staff. In their place, a theoretical model of multiple cultures provides the rationale and strategies for creating and adapting e-learning resources for local, national, and international e-learning contexts.

Moderating cultural effects in a higher e-education context? Supervisor's tone of voice in recorded audio feedback

“…This is a challenge because culture not only affects how we behave and think but also how we learn [14,15]. Our research interest lies in the tension between the two extremes of culture-sensitivity and culture-neutrality.…”

Using Recorded Audio Feedback in Cross-Cultural e-Education Environments to Enhance Assessment Practices in a Higher Education

“…In effect, 21st-century training and content providers and educational institutions would like to promote a shift towards more culture-neutral e-Education (EADTU, 2017). This is a challenge because culture not only affects how we behave and think but also how we learn (Henderson, 2006;Olaniran, 2009). Our further research interest lies in the tension between the two extremes of culture-sensitivity and culture-neutrality.…”

Overcoming Cultural Distance in Social OER Environments

“…In order to overcome this challenge, we focus on educational contexts and define culture, according to Oetting (1993), as "customs, beliefs, social structure, and activities of any group of people who share a common identification and who would label themselves as members of that group" (herein, perceptions of educators and learners in the educational context). Henderson (2007) described how the process of preparation of e-learning materials demands the analysis of cultural influence, especially when the separation of local, national, and international context of usage can be identified. Such separation of contextual modes is becoming even more prominent for OER as initiatives strive for aggregation of existing repositories or databases in one single access point (Ha et al 2011;Sotiriou et al, 2013).…”