Cultural considerations in online instruction and learning
Abstract
The increase in globalisation of distance education has revealed the existence of cultural discontinuities that affect learning effectiveness. The theoretical basis of such discontinuities is discussed in terms of the models of Vygotsky, Tharp, and Flowerdew and Miller. In addition, findings from the author's research involving West African extension students and print‐based instructional materials is also reported. The implications for instruction and research are discussed and intervention strategies are suggested.
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In an online learning setting in the U.S., Chinese learners have to overcome not only challenges that online education brings, but also differences in cultural distance.
“Thus, in an online learning setting in the U.S., Chinese learners have to overcome not only challenges that online education brings, but also differences in cultural distance (Wilson, 2001).”
From Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education (2013) · cites this paper as Wilson, 2001
Cited by
Sorted by citations
Chinese graduate students' experiences and attitudes toward online learning
Thompson *, L., & Ku, H. (2005) · Educational Media International · doi:10.1080/09523980500116878 · Cited by 134 · see citing works
Questions of Culture in Distance Learning: A Research Review
Uzuner, S. (2009) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v10i3.690 · Cited by 121 · see citing works
Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education
Zhang, Y. (. (2013) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v14i4.1557 · Cited by 75 · see citing works
Collaboration Among Multicultural Virtual Teams
Cagiltay, K., Bichelmeyer, B. A., Evans, M. A., Paulus, T. M., & An, J. S. (2005) · Encyclopedia of Distance Learning · doi:10.4018/978-1-59140-555-9.ch037 · Cited by 2 · see citing works
- Authors
- Wilson, M. S.
- Affiliations
- University of Phoenix (US)
- Corresponding author
- Wilson, Michael S.
- Venue
- Distance Education
- Publisher
- Informa UK Limited
- Published
- 2001-01
- Volume
- 22
- Issue
- 1
- Pages
- 52-64
- ISSN
- 0158-7919 (ISSN-L)
- 1475-0198
- OpenAlex
- W1994053820
- Cited by
- 55
- References
- 0
- Citations by year
- 2023: 2 · 2021: 2 · 2019: 1 · 2017: 2 · 2016: 2 · 2015: 2 · 2014: 2 · 2013: 4 · 2012: 2
- FWCI
- 10.15
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Distance Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- cultural discontinuity, online instruction, Vygotsky, learning effectiveness, intervention strategies
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