Distance Higher Education Experiences of Arab Gulf Students in the United States: A cultural perspective

Al-Harthi, Aisha S.

doi:10.19173/irrodl.v6i3.263

Cited by 96Online and Blended LearningInternational Student and Expatriate ChallengesEducation during COVID-19 pandemic

Distance Higher Education Experiences of Arab Gulf Students in the United States: A cultural perspective

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Al-Harthi, Aisha S.·2006·The International Review of Research in Open and Distributed Learning

DOI 10.19173/irrodl.v6i3.263

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Abstract

This article reports on a phenomenological research study that was undertaken to provide cultural understanding about the nature of distance education experiences of Arab graduate students pursuing degree programs in the United States. As a theoretical framework, Hofstede’s international difference dimensions and Hall’s concept of low and high context cultures were used. Six participants were interviewed from the Arab Gulf States. Analysis of these interviews revealed cultural aspects related to student background. Description of participant experiences are explained in the following themes: mandatory nature of the experience, persistence of social shame feelings online, language difficulties, less participation, and avoidance of confrontation and aggravation of feelings. This study concludes with a few recommendations for future research. Keywords: Arab students, culture, distance education, anxiety, online, gender

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Distance higher education experiences of Arab Gulf students in the United States: a cultural perspective. The International Review
Al-harthi, A. S., & Qaboos, S. (2005)
Self-citation
Understanding Arab Students’ Behavioral Patterns in an Online Course: An Explanatory Study Based on Hofstede’s National Cultural Dimensions
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Authors: Al-Harthi, A. S.
Affiliations: Sultan Qaboos University (OM)
Corresponding author: Al-Harthi, Aisha S.
ORCID: Al-Harthi, Aisha S.
Venue: The International Review of Research in Open and Distributed Learning
Publisher: Athabasca University Press
Published: 2006-02-22
Volume: 6
Issue: 3
ISSN: 1492-3831 (ISSN-L)
DOI: 10.19173/irrodl.v6i3.263
OpenAlex: W2156653176
Cited by: 96
References: 45
Citations by year: 2026: 1 · 2024: 2 · 2023: 2 · 2022: 8 · 2021: 6 · 2020: 6 · 2019: 5 · 2018: 7 · 2017: 4 · 2016: 6 · 2015: 4 · 2014: 6 · 2013: 15 · 2012: 7
FWCI: 11.75
Type: journal article
Language: en
Open access: diamond
doi.org
Licence: cc-by
Locations: The International Review of Research in Open and Distributed Learning (publishedVersion, cc-by)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Érudit (Université de Montréal) (submittedVersion, cc-by)
Topics: Social Sciences › Education › Online and Blended Learning
Social Sciences › Communication › International Student and Expatriate Challenges
Social Sciences › Education › Education during COVID-19 pandemic
Keywords: distance education, international graduate students, student experience, Hofstede cultural dimensions, social shame, language difficulties, student participation, gender differences, United States

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