The impact of culture in online learning

Áreas de investigación:

• Methodology - Machine learning

Año:

2016

Tipo de publicación:

Artículo

Autores:

• Gómez-Rey, Pilar
• Barbera-Gregori, Elena
• Fernandez-Navarro, Francisco

Journal:

Educational Technology and Society

Volumen:

19

Número:

4

Páginas:

124-138

BibTex:

@article{Gómez-Rey, Pilar, author = "G{\'o}mez-Rey, Pilar and Barbera-Gregori, Elena and Francisco Fernandez-Navarro", abstract = "Due to the increasingly multicultural nature of e-learning environments, it is critical that instructors and instructional designers are aware of the importance of cultural factors in education and that they deliver culturally adaptive instruction. The main challenge of this paper is identifying the critical success factors for multicultural online learning from learners’ perceptions and their relationships with the six-dimensional Hofstede cultural model. Specifically, a categorization of the students’ perceptions is proposed by combining multiple correspondence and clustering analyses. To that end, two surveys were conducted in four e-learning universities in four different countries: Spain, the USA, China and Mexico. Findings from clustering analysis show that learners are categorized according to their autonomy levels at the beginning of the educational process, and they are classified according to their satisfaction levels at the end of the instruction. ", journal = "Educational Technology and Society", number = "4", pages = "124-138", title = "{T}he impact of culture in online learning", volume = "19", year = "2016", }

Abstract:

Due to the increasingly multicultural nature of e-learning environments, it is critical that instructors and instructional designers are aware of the importance of cultural factors in education and that they deliver culturally adaptive instruction. The main challenge of this paper is identifying the critical success factors for multicultural online learning from learners’ perceptions and their relationships with the six-dimensional Hofstede cultural model. Specifically, a categorization of the students’ perceptions is proposed by combining multiple correspondence and clustering analyses. To that end, two surveys were conducted in four e-learning universities in four different countries: Spain, the USA, China and Mexico. Findings from clustering analysis show that learners are categorized according to their autonomy levels at the beginning of the educational process, and they are classified according to their satisfaction levels at the end of the instruction.