Online Learning in Sociocultural Context
Abstract
Proponents of online learning claim that it can transform education by promoting student‐centered communication, collaboration, and inquiry. Yet these claims must be weighed against the actual implementation of online learning, which is influenced by a broad range of sodocultural factors. This study investigates sodocultural factors that helped shape a computer‐based English as a Second Language (ESL) writing course in a conservative Christian college, factors that included a complex relationship between teacher, researcher, and students.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Distance learning is a process sensitive to social, cultural, and contextual factors.
“This paper views distance learning as a process that is sensitive to social, cultural, and contextual factors (Warschauer, 1998; Wegerif, 1998).”
From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Warschauer, 1998
Cited by
Sorted by citations
Teaching Courses Online: A Review of the Research
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006) · Review of Educational Research · doi:10.3102/00346543076001093 · Cited by 1,267 · see citing works
Researching technology in TESOL: Determinist, instrumental, and critical approaches
Warschauer, M. (1998) · TESOL Quarterly · doi:10.2307/3588010 · Cited by 123 · 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
A Prisoners' Island: Teaching Australian Incarcerated Students in the Digital Age
Hopkins, S., & Farley, H. (2014) · Journal of Prison Education and Reentry · doi:10.15845/jper.v1i1.631 · Cited by 12 · see citing works
- Authors
- Warschauer, M.
- Affiliations
- University of Hawaiʻi at Mānoa (US)
- Corresponding author
- Warschauer, Mark
- ORCID
- Warschauer, Mark
- Venue
- Anthropology & Education Quarterly
- Publisher
- Wiley
- Published
- 1998-03
- Volume
- 29
- Issue
- 1
- Pages
- 68-88
- ISSN
- 0161-7761 (ISSN-L)
- 1548-1492
- OpenAlex
- W2098705723
- Cited by
- 133
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 8 · 2018: 6 · 2017: 4 · 2016: 1 · 2015: 5 · 2014: 4 · 2013: 8 · 2012: 3
- FWCI
- 50.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Anthropology & Education Quarterly (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Physical Sciences › Computer Science › Information Systems › Digital Education and Society
- Keywords
- online learning, sociocultural context, English as a second language, ESL writing, computer-assisted instruction, teacher-student relationship, student-centered learning, online course implementation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
