Considering the Needs of an Audience from Multiple Cultures When Teaching Online

Linda A. Loring

The population in the United States is becoming more diverse each year. Globalization increases the probability online learners come from different cultures.

Differing Expectations Differing Emotions

Differing amounts of control over social interactions

People fromDifferent Cultures

Can Lead toMiscommunication

Knowledge

Cultural Context

Social Context

Learning Becomes

What

When

How

Learning, Bruner

Results of Online Research Studies

Aspects of Cultural Theory

Cultural Influences on Communication

Conclusion

11

22

33

44 Considerations & Recommendation

Presentation

Your Text hereTrompenaars & Hampden-

Turner

High/Low Context Dimensions Differences

HofstedeHall

Major Theorists

Low Context

Strives to preserveone’s own indepen-dence through facerestoration and toinclude one’s self

through faceassertion

High Context

Strive to preserve the others autonomy

through face-saving and includethe other through

face-giving

Hall

High Context Patterns (Beer, 2003)

Low Context Patterns (Beer, 2003)

IndividualismIndividualism

Dimensions of Culture

Uncertainty AvoidanceUncertainty Avoidance

Power DistancePower Distance

MasculinityMasculinity

OrientationOrientation

Hofstede

PeoplePeople TimeTime EnvironmentEnvironment

internal and

external

sequential

or

synchronic

Universalism Vs Particularism

Individualism Vs Communitarianism

Neutral Vs Emotional

Specific Vs Diffuse

Achievement Vs Ascription

Trompenaars & Hampden-Turner 7 Differences in Cultures

Religion, Race

Language, tradition, customs Political social culture

Economic Technical Culture

Procedural Culture Surface Culture

Stewart’s

SocialOrganization

Behavior

TimedActivities

Deep Culture

Ethnicity, Region

Interpersonal culture

Cultural Trilogy

“No single current theory satisfactorily accounts for or predicts what happens as CMC technologies are taken up in diverse cultural contexts” (Ess, 2001, p. 4)

No one particular cultural pattern can be generalized to a specific

individual

Personalities of individuals vary

greatly

Title

Fallacies

Assump-tions

EngagementInteractivity

Collaboration

Social Presence

Community Presence

Flexibility

Good Online Practices

Research Studies Multi- cultural Audiences Distance Learning

Differences high- & low-context cultures evident online environment

• communication style, interaction style, and writing style

• authority, leadership style, and role of learner

• and for the goal of learning, active engagement, social context, and importance of community

Culture & ThinkingCulture & ThinkingCulture & LearningCulture & Learning

Culture & TeachingCulture & Teaching

Impact of Cultural Considerations

Culture & Thinking

Cultural Factors

High Context Teaching and Learning

Low Context Teaching and Learning

Cognitive Style

Field DependentSynergetic

Field IndependentAnalytic

Cognitive Function

Concrete Operational

Formal Operational

Culture & LearningCultural Factors

High Context Teaching& Learning

Low Context Teaching & Learning

Time Polychronic: Multiple activities simultaneously, all interrelated with each other. Interpersonal relationships and completion of transactions are more important than schedules

Monochronic: Activities happen according to predetermined times; classes begin and end as scheduled, proceeding in an orderly format. Interpersonal relationships are subordinate to schedules.

Communi-cation

Indirect, non-verbal message significant. Context communicates message, with inflection, body language, & facial features having group meaning. Communication is circular, personal.

Direct, explicit meaning in the words. Concept of prime importance. Personal feelings are inconsequential. Communication is linear, procedural, even confrontational.

Authority Social roles, position respected. Rank and age honored. Formal credentials must be present and are respected.

Individual effort earns respect, which is contingent upon continued performance. Performance is respected more than credentials

LeadershipStyle

Highly controlling; group harmony and conformity mandatory. Loyalty to the group must be maintained.

Individuals have input into group decision-making and can question ideas presented; individual initiative rewarded.

Conflict Resolution

Avoidance preferred; resolutions sought through friends; body language important

Speaking the truth directly, with face-to-face contact emphasized.

InteractionStyle

Harmony, cooperation and conformity valued. Individuals tend to build dense, intersecting networks and long-term relationships. They have strong boundaries and tend to focus more on relationships than on tasks in their communication.

Individuality highly valued; people claim “ownership” of ideas. Individuals tend to have loose, wide networks, and shorter-term, compartmentalized relationships. They tend to place greater importance on task than relationships

Culture & TeachingCultural Factors

High Context Teaching & Learning

Low Context Teaching & Learning

learner Learner is more passive; receives input from instructor as authority figure; parameters of class set by syllabus; non-confrontational, cooperative with group

Learner is more active, in control of own learning; teacher is a facilitator and guides; informal relationship with teacher; competitive

Goal Straight content; less independent thinking. Individual transferable skills not emphasized. Individuals try to accommodate environment. Tends to be holistic, appreciate process.

Deeper, more critical understanding; independent thinking encouraged. Outcomes-based, and knowledge transfer; Seeks control over environment Bottom line, action oriented

Assessment Frequent; reason for learning; same for all participants. Portfolios, collections of extended essays, and documentation that describe learning in relation to criteria

Feedback tool; variety of techniques employed

Problem-solving Highly social activity, involving establishing personal connections; set the stage with inter-actors; collaborative and negotiated; process oriented

Factual, task oriented

Study habits Small groups, sharing of meaningRelationship focus

More individualisticTask focus

Organization Topic associative or topic-chaining: episodic, anecdotal, thematic, integrative

Topic-centered: One issue at a time in linear order, clarity of description

Writing Verbose, exaggerated, conversational; circular Succinct and to the point, linear

Lecture Presentation needs to be implicit Presentation needs to be explicit

Projects Value group effort, harmony; process oriented Competitive, goal oriented

Facilitator Honor and respect of elders and experienced leaders Youth and change valued; not inappropriate to question teacher

Record personal expectationsWith that of program

Negotiate personalExpectations

with program

Identify expectation ofprogram culture

Compare culturalexpectations

with that of program

Identify personal expectations

Title

Managing Cultural Complexity

Faye & Hill, 2003, p. 22

HelpLearners

Henderson's (1996) Multiple Cultural Pedagogic Model Interactive Multimedia Instructional Design

Guidelines Rules & Expressions

•Apply Color Wisely

•Produce Sounds Judiciously

•Represent Process in Icon

•Use Images Cautiously

•Use short, concise statements

•Avoid slang, idioms

•Be Aware of order of words

•Structure information correctly

•Position Words appropriately

•Leave room translations

Loring, 2002, p. 27-28

EducationalPostulates

•Collaborative •Community•Social Presence•Problem-based•Active Engagement•Learning Preferences•Principles of Multimedia

Theories

•Communication•CMC Theories•Cultural Theories•Distance Education•Androgogy•Contextual Design•Usability Theory

Online Learning

Low prior knowledgeMore visuals

Graphics

Provide VisualSupport

Learning StylesNot affect

Display VisualsSynchronized

R. C. Clark & Lyons, 2004, p. 193

High prior knowledgeOne channel

Encourage to processeffectively

Graphics for Learning

Flexible

Simple

All Users

LeastEffort

SizeSpace

EffectivelyCommunicate

Minimize

Seven Principles of Universal Design

Accessible for ALL Users

Guidelines for International Web-based Course Developers

• Course designers and teachers should familiarize themselves with particular cross-border cultural and policy peculiarities before any academic offering is launched, and scale expectations accordingly,

• Instructors and tutors must be able and willing to meet the substantial time demands of constant, supportive involvement.

• The continuing presence of active, empowered tutorial support within each participating nation is critical to success.

LeBaron et al., 2000, para 34

Guidelines(continued)

• A spirit of openness, encouragement and humor should suffuse the instructional team membership at all times.

• Specific activities and assignments to help "break the cross-border ice" are important, especially in the early stages of a course.

• International course environments should encourage and enable first-language communication and multi-media expression, at least within national groupings, but preferably across them.

LeBaron et al., 2000, para 34

Guidelines(continued)

• Quantity of student talk is less important than quality and distribution across a wide student base .

• Orientation training is needed for students having had little or no prior experience in online learning.

• No effort should be spared to humanize contact (e.g., via video conferences, audio clips, e-mail, other media and, where feasible, face-to-face communication).

• The technical interface must be reliable, "bug free," and appropriately aligned to the speed, power and connectivity of client workstations.

LeBaron et al., 2000, para 34

AnalyzeDesig

n Develop Implement Evaluate

Special emphasis culture in thinking, learning and teaching

CME (Cultural Matter Expert

Reconstruct Web design and Web portal with cultural preferences

Consider accessibility needs and usability in

targeted population

Sensitive

Cultural context

Sequencing

Audio,Graphics

Cultural Summaries, Learning Styles, chunk scaffold

Gear the feedback to evaluate how the distance-learning situation met needs of people from different cultures

Explicit, skills, alternative assessment feedback, social learning, flexible, community, social presence

Cultural Consideration in the ADDIE Model of Instructional Design

Learning Needs of Multiple Cultural Audience

GuidelinesResearch

StudiesCultural

Influences

Summary

CulturalTheories

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