Cultural Disconnection in Virtual Education

Autor/inn/en	Dillon, Patrick; Wang, Ruolan; Tearle, Penni
Titel	Cultural Disconnection in Virtual Education
Quelle	In: Pedagogy, Culture and Society, 15 (2007) 2, S.153-174 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Foreign Countries; Online Courses; Cultural Pluralism; Learning Processes; Educational Technology; Instructional Design; Web Based Instruction; Instructional Effectiveness; Cultural Differences; Student Characteristics; Social Environment; Student Adjustment; Sociocultural Patterns; Computer Mediated Communication; Distance Education; Graduate Students; Discourse Analysis; Interviews; Questionnaires; Intercultural Communication; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Kulturpluralismus; Learning process; Lernprozess; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training; Unterrichtserfolg; Kultureller Unterschied; Soziales Umfeld; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziokulturelle Theorie; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Diskursanalyse; Interviewing; Interviewtechnik; Fragebogen; Interkulturelle Kommunikation; Großbritannien
Abstract	This paper reports a small-scale investigation into the differences in learning behaviour exhibited by members of an intercultural group undertaking an online course on educational enquiry in support of doctoral research in education. Differences in learning behaviour can be attributed in part to the different cultural and linguistic backgrounds of the participants. As virtual learning environments are seldom designed to accommodate cultural diversity, there is often a disconnection between the intended and the actual experiences of the participants. This study explores the characteristics of this disconnection. It is suggested that virtual learning environments should be designed to take account of the mutual transformation of both learner and environment in educational processes. Some technological developments that may lead to virtual learning environments becoming adaptive are described. However, it is emphasised that inclusivity will depend upon an adaptive dynamic in the virtual learning environment that is essentially social. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10