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Cited by 152Online and Blended LearningTechnology-Enhanced Education StudiesLearning Styles and Cognitive Differences

DOES ONE SIZE FIT ALL? EXPLORING ASYNCHRONOUS LEARNING IN A MULTICULTURAL ENVIRONMENT

Open access
Morse, Ken·2003·Online Learning
DOI 10.24059/olj.v7i1.1862
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Abstract

Computer-mediated classrooms coupled with heightened emphasis on removing geographic limitations have led to growing dependence on asynchronous learning networks as a delivery medium. An increasingly robust body of literature suggests both positive and negative implications of knowledge delivery using this medium. However, much less is known about the implications of this delivery method relative to the cultural differences which exist in a geographically limitless environment. Exploratory research from a graduate level course was used to ascertain some of the basic cross cultural issues which may be relevant in this environment. Using cultural context as a separator, twenty four participants evenly split between low context participants and high context participants were polled regarding their experience in the course. The poll addressed a number of key issues finding increasing frequency in the asynchronous learning network literature. Results confirm some of the published benefits as touted in the literature, but identify an additional set of issues for further research and evaluation.

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Crossref · 10.24059/olj.v7i1.1862

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  • Morse (2003) found that students from high context cultures viewed the lack of face-to-face contact with faculty and peers as a challenge to their ability to learn and form social relationships.

    “This study also revealed that students from high context cultures viewed the lack of face-to-face contact with faculty and peers as a challenge to their ability to learn and form social relationships”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Morse, 2003

    In “High context participants” (page unavailable), Morse reports that difficulty meeting counterparts and forming social relationships was both a learning and a social challenge. That supports the claim about peers, but not its extension to lack of face-to-face contact with faculty: the same section says high-context participants reported a closer relationship with the lecturer through online discussions. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Morse (2003) found that low context participants did not believe that the lack of face-to-face contact impacted their learning abilities positively or negatively.

    “whereas low context participants did not believe that the lack of face-to-face contact impacted their learning abilities positively or negatively.”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Morse, 2003

    In the “High context participants” section, Morse reports that no low-context participant mentioned the inability to meet counterparts as having a positive or negative impact on learning. That supports the reported absence of an impact in their responses, but not the stronger claim that they did not believe it had an impact. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Social presence is the key for the success of students from context dependent cultures.

    “social presence is the key for the success of students from context dependent cultures.”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Morse (2003)

    In the section on high-context participants (page unavailable), students described being unable to meet classmates and form social relationships as a learning challenge; low-context participants did not report the same concern. This supports the importance of social connection for these participants, but the paper does not establish social presence as the key to their success. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Lack of teacher presence in online classes often makes student sojourners from Confucius culture uncomfortable and unconfident with their own online learning.

    “Therefore, lack of teacher presence in online classes often times makes student sojourners from Confucius culture uncomfortable and unconfident with their own online learning (Morse, 2003; Zhang & Kenny, 2010).”

    From Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context (2016) · cites this paper as Morse, 2003

    In the High context participants section (page unavailable), Morse reports that these students valued the lecturer’s active involvement and that a majority wanted prompt faculty responses; one became exasperated by a delayed reply. But the course did have an active lecturer, so the paper does not show that a lack of teacher presence made students uncomfortable or unconfident. Its high-context group also included students from several cultures, not only Confucian cultures. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Morse (2003) found that high context participants were more inwardly oriented, valuing time to think more about their own contributions.

    “On the other hand, he found the high context participants to be more 'inwardly oriented,' meaning these students valued the time afforded by CMC to think more about their own contributions.”

    From Questions of Culture in Distance Learning: A Research Review (2009) · cites this paper as Morse, 2003

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Cites

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1 of the 52 references couldn’t be matched to a known paper.

Research works printed but not linked: 9

  1. Hiltz, S. R. and Wellman, B. Asynchronous Learning Networks as Virtual Classrooms, Communications of the ACM, vol. 40, no. 9, pp 44-49,1994.
  2. Jadali, N. Paperless Classrooms, Tech Directions, vol. 59, no. 3, pp 14+, 1999.
  3. Inkeles, A. and Levinson, D. National Character: The Study of Module Personality and Socio- Cultural Systems. The Handbook of Social Psychology, 2 nd ed. vol. 4, Lindsay, G. and Aronson, E. (eds.) Reading, MA: Addison-Wesley, 1969.
  4. Chapman, M. Social Anthropology and International Business: Some Suggestions. Paper presented to the Academy of International Business Conference, Brussels, 20-22 November 1992.
  5. Cavusgil, S. and Das, A. Methodological Issues in Cross-cultural Research: A Survey of the Management Literature and a Framework, Management International Review, vol. 37, no. 1, pp 71- 96, 1997.
  6. Bishop, R. and Glynn, T. The development of the pattern of Dominance and Subordination. Chapter 1 in Culture Counts: Changing Power Relations in Education. Palmerston North, NZ: Dunmore Press, 1999.
  7. Ming, C. K. The Culture of Schooling in East Asia. Chapter 2.3 in Entwistle, N. (Ed), Handbook of Educational Ideas and Policies. London: Routledge, 1990.
  8. Entwistle, N. The Impact of Teaching on Learning Outcomes in Higher Education: A Literature Review. Washington, D. C.: U. S. Gov't Printing Office, 1991.
  9. Makepeace, E. Overseas Students -Challenges of Institutional Adjustment. OECD Report on the Internationalization of Education, Standing Conference on Educational Development (SCED) Paper 56, 1996.

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Authors
Morse, K.
Affiliations
University of Waikato (NZ)
Corresponding author
Morse, Ken
Venue
Online Learning
Publisher
The Online Learning Consortium
Published
2003-03-01
Volume
7
Issue
1
ISSN
  • 1092-8235 (ISSN-L)
  • 2472-5730
  • 2472-5749
DOI
10.24059/olj.v7i1.1862
OpenAlex
W1572405294
Cited by
152
References
52
Citations by year
2026: 1 · 2025: 2 · 2024: 3 · 2023: 1 · 2022: 3 · 2021: 6 · 2020: 10 · 2019: 8 · 2018: 2 · 2017: 4 · 2016: 2 · 2015: 5 · 2014: 13 · 2013: 9 · 2012: 13
FWCI
36.98
Type
journal article
Language
en
Open access
Licence
Locations
  • Online Learning (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
University of Waikato
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › Technology-Enhanced Education Studies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Keywords
asynchronous learning, multicultural classrooms, cross-cultural comparison, distance education, computer-mediated communication, graduate education, student experience

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