Affirming Diversity in an Online Course

Autor/in	Baltes, Beate
Titel	Affirming Diversity in an Online Course
Quelle	In: Campus-Wide Information Systems, 27 (2010) 5, S.293-302 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-0741
DOI	10.1108/10650741011087739
Schlagwörter	Electronic Learning; Cognitive Style; Online Courses; Classroom Environment; Cultural Background; Teaching Methods; Student Diversity; Culturally Relevant Education; Cultural Differences; Literature Reviews; Computer Mediated Communication; Virtual Classrooms; Instructional Design; Virtual Universities; Guidelines + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Online course; Online-Kurs; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Computerkonferenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Richtlinien
Abstract	Purpose: Numerous attempts have been made to link a particular learning style to either a particular culture, gender, or even a generation. In a typically heterogeneous online class, it is impossible to address every participant's culture or the degree of assimilation to a particular culture. Consequently, the aim of this paper is to recommend strategies on how to address numerous learning styles in a culturally sensitive classroom environment. Design/methodology/approach: Currently, a literature review of publications in English has been concluded. An upcoming case study at an online university might corroborate the findings. Findings: There are many variations of an instructor's cultural background interacting with the diverse cultures of students in an online university situated in a particular local culture. Consequently, it is prudent to offer a variety of learning opportunities. The more learning styles are accommodated, the higher the chances that learning occurs. Compared with a traditional face-to-face classroom where choices between learning options have to be made due to time constraints, the online classroom offers the opportunity to provide a variety of learning opportunities. Practical implications: The paper presents a variety of learning opportunities that can be considered in the development of online courses. The suggestions are not bound to a particular generation, culture, or gender but are just plain good online teaching that applies to a heterogeneous--just as much as to a homogeneous--student population. Originality/value: Online learning is spreading in numbers as well as globally. This paper hopes to avoid "colonization" of online learning but to support cultural affirmation within the online learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10