Author(s): Sedef Uzuner
Year of publication: 2009
Keywords: Culture, Distance learning, Asynchronous learning networks (ALNs), Engagement
Methodology/Sample: _/_
Reference: Uzuner, S. (2009). Questions of culture in distance learning: A research review. The International Review of Research in Open and Distributed Learning, 10(3). https://doi.org/10.19173/irrodl.v10i3.690
Abstract
This paper reviews past research that focused on questions of culture in distance learning. Of specific interest are the studies that examined the influence of culture on students’ learning and engagement in asynchronous learning networks (ALNs). The purpose of this review is three-fold: to present the state of knowledge concerning the questions of culture in distance learning, to highlight important methodological issues that past research has left unresolved, and to provide practical insights into teaching culturally and linguistically diverse online communities of learners. For these purposes, 27 studies are examined and the findings are reported under the following categories: What do studies focusing on questions of culture in distance learning tell us? What implications do they suggest for practice and future research? Also, the paper provides methodological insights for researchers who wish to investigate the cultural dimensions of distance learning in future studies.
> Summary
- The paper reviews 27 studies on the influence of culture in asynchronous learning networks (ALNs), highlighting the importance of cultural factors in distance learning experiences.
- It identifies common challenges faced by culturally diverse students, such as conflicts arising from differing cultural assumptions about teaching and learning.
- The review emphasizes the need for instructors to be culturally sensitive and adapt their teaching methods to accommodate diverse learners.
- It calls for further research on underrepresented cultural groups and individual differences within cultural categories to enhance understanding of ALN learning dynamics.
> Problem statement
- Traditional learning environments struggle with cultural collisions between teachers and students, complicating cultural accommodation.
- Students often need to adopt the instructor’s culture, leading to potential conflicts.
- Cultural hegemony arises when dominant values overshadow diverse cultural perspectives in education.
- The paper questions whether cultural conflicts in traditional classrooms also exist in distance education.
- It emphasizes the need to address cultural differences to improve distance learning experiences.
- The review highlights unresolved methodological issues in past research on culture in distance learning.
> Methods used
- The paper reviews 27 studies categorized into qualitative, quantitative, and mixed methods approaches for data collection and analysis.
- Qualitative studies primarily relied on interviews, but lacked detailed methodological transparency.
- Quantitative and mixed methods studies mainly utilized survey methodologies, with few adhering to rigorous designs.
- The review identifies weaknesses in sampling, data collection, and analysis procedures across the studies examined.
- The paper aims to provide insights into cultural dimensions in distance learning, addressing unresolved methodological issues.
> Practical implications
- Instructors should clarify course structure and expectations to reduce student anxiety in online learning environments.
- Cultural backgrounds influence students’ learning styles; instructors must acknowledge these differences.
- Relationship building is crucial for students from collectivist cultures; instructors should allow time for this before collaborative activities.
- Instructors should provide background information on cultural references to enhance understanding.
- Feedback integration in peer review processes is essential for improving student engagement.
- The paper emphasizes the need for culturally sensitive teaching practices in distance learning.