A Phenomenological Study of How Cultural Backgrounds Influence Student Perceptions of Transnational e-Learning Experiences

Autor/in	Dutka-Chirichetti, Jizela Eloisa
Titel	A Phenomenological Study of How Cultural Backgrounds Influence Student Perceptions of Transnational e-Learning Experiences
Quelle	(2018), (205 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-0338-2
Schlagwörter	Hochschulschrift; Dissertation; Cultural Background; Cultural Influences; Student Attitudes; Electronic Learning; Comparative Education; Instructional Design; Cooperative Learning; Andragogy; Self Determination; Constructivism (Learning); Intercultural Communication; Language Usage; English; Online Courses + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cultural influence; Kultureinfluss; Schülerverhalten; Vergleichende Erziehungswissenschaft; Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen; Andragogics; Andragogik; Selbstbestimmung; Interkulturelle Kommunikation; Sprachgebrauch; English language; Englisch; Online course; Online-Kurs
Abstract	The topic of this phenomenological study was transnational and e-learning perceptions by participants from different countries. The problem addressed was the design of transnational educational (TNE) experiences, taking into consideration the perceptions of diverse students who have different transcultural traits and individual expectations, when designing online learning activities. A review of the literature revealed a need for additional research into how differences in cultural background affect the perceptions of students and instructors in the online learning environment. The specific elements of interest were collaboration, integration and eventually the adoption of foreign cultural practices. The guiding conceptual framework of the study was based on cognitive behavioristic practices, collaborative learning, andragogy, heutagogy, and the constructivist approach. The research followed a phenomenological approach that used synchronous online interviews for data collection. The analysis used the bracketing coding process. Interpretive analysis highlighted themes to form a true representation of perceptions. The results of the study revealed that the following factors influenced the perceptions of students and instructors: quality of interaction between participants from different cultures, organization of activities, use of English language, effective coordination of the event, use of e-learning, and the types of topics selected for the discussions. Recommendations for the improvement of future learning experiences is to take into account the needs of both cultures by using online surveys that can provide a quick turn-around time for the implementation of participants' suggestions as well as providing training for instructors in online course design and e-learning implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01