Bridging spaces: Cross-cultural perspectives on promoting positive online learning experiences | Culture and communication in digital worlds

Author(s): Ilka Luyt

Year of publication: 2013

Keywords: Online learning, Distance education, Post-secondary education, Globalization, Cultural dynamics

Methodology/Sample: _/_

Reference: Luyt, I. (2013). Bridging spaces: Cross-cultural perspectives on promoting positive online learning experiences. Journal of Educational Technology Systems, 42(1), 3-20. https://doi.org/10.2190/ET.42.1.b

Abstract

The globalization of online courses has transformed online learning into cross-cultural learning spaces. Students from non-English backgrounds are enrolling in credit-bearing courses and must adjust their thinking and writing to adapt to online practices. Online courses have as their aim the construction of knowledge, but students’ perceptions of the learning environment and teacher interactions may influence the quality of educational experiences. Limited social presence, delayed feedback, lack of social cues, gender, and cultural dynamics contribute to the complex online social context. This article explores how the globalization of online learning creates unique challenges in online courses in terms of how dominant pedagogical structures based on Western educational practices reinforce ways of knowing, thinking, and writing. Online courses can transform learning through self-reflection, critical thinking, and consciousness-raising when culturally inclusive assignments are designed to link both instructors’ and students’ lived experiences to classroom learning.

> Summary

The globalization of online courses creates cross-cultural learning spaces for non-English background students.
Students must adapt their thinking and writing to online practices.
Limited social presence and cultural dynamics affect educational experiences in online courses.
Dominant Western pedagogical structures reinforce specific ways of knowing and writing.
Culturally inclusive assignments can enhance self-reflection and critical thinking.

> Problem statement

The globalization of online courses creates unique challenges in cross-cultural learning environments, particularly for non-English background students.
Students must adjust their thinking and writing to align with dominant Western pedagogical practices.
Limited social presence and cultural dynamics hinder the quality of educational experiences in online courses.
Stereotypical attitudes towards foreign students may obstruct effective cross-cultural engagement.
Cultural differences in communication styles can lead to isolation and hinder participation in online discussions.

> Methods used

The paper discusses the impact of online learning on cross-cultural knowledge sharing among students from diverse backgrounds.
It explores how dominant Western pedagogical structures influence students’ learning experiences and perceptions.
The research highlights the challenges non-native students face in adapting to Western academic standards.
It emphasizes the importance of culturally inclusive assignments to enhance learning experiences.
The study examines the role of technology, such as Web 2.0 tools, in promoting collaboration.

> Practical implications

Online courses should incorporate culturally inclusive assignments to enhance student engagement and learning outcomes.
Teachers must acknowledge diverse communication styles to foster a supportive online learning environment.
Mimicking standardized communication may hinder students’ self-expression and learning in online courses.
Educators should create dynamic online spaces that allow for the emergence of diverse voices and perspectives.
Understanding cultural dynamics is essential for improving participation and interaction among students from varied backgrounds.