The DOI matches its Crossref record.
Designing online courses that effectively engage learners from diverse cultural backgrounds
Abstract
This study examines the effect of an important cultural dimension—power distance index (PDI)—on learners’ perceptions of their online learning experiences. PDI refers to the degree to which a learner’s response to another individual in a learning setting is inhibited or otherwise negatively altered when the other individual holds a position that is superior or inferior to the learner’s own position. This study aims to generate guidelines for better design and facilitation of online courses that can effectively engage all students in the learning process. Research findings are particularly relevant to researchers and practitioners who are interested in the cultural aspects of online learning. This study contributes to the current knowledge base about designing effective online courses and about practicing culturally responsive teaching in an online setting.
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In the citing paper
“Although all three cultural groups found individual work boring and challenging”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Wang, 2007
In the citing paper
“Wang (2007) attributed this finding to Asian culture's embodiment of power distance.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Wang, 2007
In the citing paper
“The study also showed that American students tended to communicate more with their instructors because they perceived them as equals”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Wang, 2007
In the citing paper
“whereas Korean and Chinese students reported low levels of comfort in approaching their instructors.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Wang, 2007
In the citing paper
“Among the three groups, Korean students were found to be the least comfortable with online collaborative work.”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Wang, 2007
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Research works printed but not linked: 16
- 10.1177/1350507600314006 · DOI
- Fraenkel J. R., 2002, How to design and evaluate research in education
- He K. K., 2005, The education innovating in information age, Basic Education Reference, 5, 1
- Hofstede G., 2001, Culture’s consequences: comparing values, behaviors, institutions, and organizations across nations
- 10.1016/0092-6566(88)90022-0 · DOI
- 10.1007/BF03026151 · DOI
- Picciano A. G.(2002).Beyond Student Perceptions: Issues of Interaction Presence and Performance in an Online Course.Journal of Asynchronous Learning Network 6 1. Retrieved March 15 2006 fromhttp://www.sloan‐c.org/publications/jaln/v6n1/v6n1_picciano.asp
- 10.1007/BF02504946 · DOI
- 10.1080/03057640410001700589 · DOI · Paper page
- Simon G., 2002, E‐tivities: The key to active online learning
- Triandis H., 1995, Individualism and Collectivism
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- Wang M. J., 2004, Correlational analysis of student visibility and learning outcomes in an online setting, Journal of Asynchronous Learning Networks, 8, 71
- 10.1007/1-4020-3669-8_11 · DOI
- Yu S. Q., 2002, The object and strategy of integrating information technology into curriculum, People’s Education, 2, 53
- 10.1007/BF02504688 · DOI
Cited by
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
Kang, H., & Chang, B. (2016) · Journal of International Students · doi:10.32674/jis.v6i3.356 · Cited by 70
Gray, K., Chang, S., & Kennedy, G. (2010) · Technology, Pedagogy and Education · doi:10.1080/14759390903579208 · Cited by 66
Popov, V., Biemans, H. J. A., Brinkman, D., Kuznetsov, A. N., & Mulder, M. (2013) · The Internet and Higher Education · doi:10.1016/j.iheduc.2013.08.002 · Cited by 43
Metadata
- Authors
- Wang, M.
- Affiliations
- San Diego State University (US)
- Corresponding author
- Wang, Minjuan
- ORCID
- Wang, Minjuan
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2006-06-05
- Volume
- 38
- Issue
- 2
- Pages
- 294-311
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- OpenAlex
- W2006485554
- Cited by
- 230
- References
- 0
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 10 · 2023: 5 · 2022: 10 · 2021: 20 · 2020: 15 · 2019: 25 · 2018: 9 · 2017: 13 · 2016: 12 · 2015: 10 · 2014: 15 · 2013: 17 · 2012: 14
- FWCI
- 33.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Technology (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- online course design, cultural diversity, student engagement, culturally responsive teaching, online learning, learner perceptions, course facilitation, intercultural learning
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