A cultural embrace

Thomas, Michael; Mitchell, Marlon; Joseph, Roberto

doi:10.1007/bf02772075

Cited by 55 publications

(20 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some studies found that online learners use different communication styles across cultures [20]. Hence, the cultural aspect of learning needs to be adequately addressed in designing and delivering education programs [21,22]. Kim & Bonk reported from their previous studies; most Asian students had been tutor-oriented learners in their native countries, and their learning strategy is heavily based on direction from their lecturers even in the self-directed online learning environment.…”

Section: Outcome and Analysismentioning

confidence: 99%

Critical Analysis of Postgraduate Students Online Learning Style During COVID-19 Public Health Crisis

Jayasekara¹

2020

BJSTR

View full text Add to dashboard Cite

Online web-based learning which is a unique form of distance education has been widely utilized in the higher education sector around the world. It is reported that significant growth in online programs enrollments during the last five years with one in five students now selecting to study online. The purpose of this critical analysis was to explore a group of postgraduate students online learning style during COVID-19 public health crisis. Overall, the use of Zoom Virtual classroom and online forum discussion for postgraduate students may be an effective and practical approach to support student learning. However, several challenges were exposed mainly the application of technology, student participation and acceptance of online teaching methods, students learning styles and educators support to the student learning.

show abstract

Section: Outcome and Analysismentioning

confidence: 99%

Critical Analysis of Postgraduate Students Online Learning Style During COVID-19 Public Health Crisis

Jayasekara¹

2020

BJSTR

View full text Add to dashboard Cite

show abstract

“…A number of researchers have developed instructional design models that have addressed culture as a construct in the design process (Edmundson, 2007; Henderson, 2007; Thomas, Mitchell, & Joseph, 2002). Noteworthy is Young’s (2009) culture-based model (CBM) which “is an intercultural instructional design framework that guides designers through the management, design, development, and assessment process while taking into account explicit culture-based considerations” (p. 37).…”

Section: Culturally Relevant Approaches To Instructional Designmentioning

confidence: 99%

“…The specific figuring of the instructional designer as autoethnographer builds upon existing theory. Thomas et al (2002) recommended purposeful self-reflection on the part of the instructional designer as an important component of the design process: “As designers who not only interact with other cultures but design for and with other cultures, we must consider our own thoughts, beliefs, attitudes, desires, and feelings toward these cultures” (p. 44). Others have also advocated for the value of reflective practices (Hartescu, 2012).…”

Section: Findings: Quilting the Journeymentioning

confidence: 99%

Quilting a journey: decolonizing instructional design

DeLorme

2018

AlterNative: An International Journal of Indigenous Peoples

View full text Add to dashboard Cite

In many Indigenous communities, the star quilt is a symbol of honor given as a gift to recognize something about which the community is proud. The star quilt was used as a metaphor in this study to critically examine the practices of an instructional designer working in a tribal college context to identify culturally relevant instructional design practices. Instructional design is the systematic process of planning and developing learning environments, such as courses, curricula, or educational software. The researcher utilized an Indigenous approach to autoethnography as methodology to establish the community as the norm by which to critique the practices of the instructional designer—the researcher herself. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a relational person model for practice that incorporates the role of the instructional designer as an actor in the design process.

show abstract

“…This becomes an even more trying task when the decisions being made in the design of the infrastructure that supports environment do not accommodate or even acknowledge that there will be participants who will have different use and access needs/privileges. Whilst understanding the factors that affect the general use and access of the course, there must be further consideration to what is required as part of the learning objectives within the course (Thomas, Mitchell, & Joseph, 2002).…”

Section: Cultural and Nationalistic Beliefsmentioning

confidence: 99%

“…Hofstede's (2001) cultural dimensions activities) differ. Lack of accommodation and mostly awareness affects learners in online settings as their own understanding of basic foundational needs may not be as pervasively known (Thomas et al, 2002) or in some instances considered.…”

Section: Cultural and Nationalistic Beliefsmentioning

confidence: 99%

Modelling for Value Systems in a Diverse Online Program in the Caribbean

Dickson-Deane

Hill²,

Gray

2017

Cultivating Diverse Online Classrooms Through Effective Instructional Design

View full text Add to dashboard Cite

The authors present a conceptual framework to guide the participation of students in an online instructional design program. The online program has socio-cultural influencing factors that confound the already diverse nature of the offering. The framework intends to encourage a value system for students that can be used to guide their knowledge and performance as they pursue the tenets of the field of instructional design. Elmore's mode of leadership, Bourdieu's theory of habitus and Hofstede's cultural dimensions theory are used to create a foundation for the framework whilst acknowledging the complexities of the diverse environment. The framework supports and acknowledges the knowledge expected of novice instructional designers through the use of guides whilst acknowledging the systemic and systematic individualistic change processes that will occur.

show abstract

A cultural embrace

Cited by 55 publications

References 8 publications

Critical Analysis of Postgraduate Students Online Learning Style During COVID-19 Public Health Crisis

Critical Analysis of Postgraduate Students Online Learning Style During COVID-19 Public Health Crisis

Quilting a journey: decolonizing instructional design

Modelling for Value Systems in a Diverse Online Program in the Caribbean

Contact Info

Product

Resources

About