Cultural engagement as a pedagogical system: thai learners’ engagement in online learning environments

Yamo, Pittaya; Kim, Soyoung; Dreamson, Neal

doi:10.1080/2005615x.2022.2040146

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…Studies mostly focus on collectivism and power distance and lack theory guidance and in-depth exploration of the role of culture, including cybercultures, and organizational cultures. A recent study (Yamo, 2022) interviewed Thai students and lecturers to identify how cultural engagement can be integrated in online course design. The authors highlighted the role of community belonging, hierarchical but harmonious relationships with seniors, and communication.…”

Section: The Cultural Context Of Germany and Thailandmentioning

confidence: 99%

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Grothaus

2022

QRE

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Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students’ backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students’ experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.

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Section: The Cultural Context Of Germany and Thailandmentioning

confidence: 99%

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Grothaus

2022

QRE

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“…Furthermore, their cultural dimensions have been used in education to identify learner needs, design lessons for culturally responsive teaching, and develop a learning environment in a culturally inclusive way (Yamo et al . 2022).…”

Section: Cultural Representativeness and Empathetic Engagementmentioning

confidence: 99%

“…Hall's (1976) three cultural factors; Hofstede's (1991) six cultural dimensions; Trompenaars and Hampden-Turner's (1997) seven cultural factors). Furthermore, their cultural dimensions have been used in education to identify learner needs, design lessons for culturally responsive teaching, and develop a learning environment in a culturally inclusive way (Yamo et al 2022).…”

Section: Cultural Representativeness and Empathetic Engagementmentioning

confidence: 99%

Persona Design: Representativeness and Empathy through Cultural Integration

Dreamson,

Rhee,

Han

et al. 2023

Int J Art Design Ed

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Persona design aims to increase students' ability to understand their target users and address their needs. Yet, there is a lack of conceptual frameworks that help students systematically conceptualise user needs, specifically the two key requirements of persona design: representativeness and empathy. In this study, we find an alternative method using cultural dimensions to ensure that students conceptualise personas by reflecting representativeness and empathy in a systematic way. We justify cultural dimensions and engagement aspects and suggest a classified table for representative and empathetic persona design. In a design course, we analyse personas created by students in two different groups with the table (Group 1, n = 16) and without the table (Group 2, n = 17) through comparative thematic analysis to evaluate the qualities of representativeness and empathy. As a result, the cognitive aspect of engagement is predominated in Group 2, whereas the cognitive, emotional, behavioural, and social aspects of engagement are evenly distributed in Group 1. 11 cultural dimensions are identified in Group 2, whereas 20 cultural dimensions are identified in Group 1. In Group 2, a particular dimension is predominant (44.4% of individualism), whereas, in Group 1, the rate of the most used dimension is 12.2% (femininity and collectivism). The study results indicate that the method allows students to diversify and deepen their understanding of user needs and thereby conceptualising personas in in-depth and analytical ways. From instructional perspectives, it can be used by educators to help students systematically conceptualise user needs in design activities.

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The Impact of Including Diverse Historical Narratives in Science Education on Student Engagement and Learning Outcomes: A Mixed-Methods Study

2024

Preprint

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This study examines how incorporating diverse historical narratives into science education affects student engagement and perceptions. The research used a mixed-methods approach, including a pre-test/post-test survey on student engagement (n = 50) and interviews/focus groups with students. The quantitative data showed a significant increase in student interest in the science topic after exposure to the narratives. Qualitative analysis revealed two main themes: (1) a newfound interest in specific scientific fields due to the historical context, and (2) an appreciation for the diverse perspectives that contribute to scientific progress. To illustrate these themes, student quotes from interviews/focus groups were strategically included. These findings emphasize the potential of diverse historical narratives to ignite student interest, enhance understanding of scientific discovery as a global endeavor, and foster a more inclusive learning environment. The research provides valuable insights for science curriculum development, teacher training, and promoting social justice in science classrooms.

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Cultural engagement as a pedagogical system: thai learners’ engagement in online learning environments

Cited by 3 publications

References 28 publications

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Persona Design: Representativeness and Empathy through Cultural Integration

The Impact of Including Diverse Historical Narratives in Science Education on Student Engagement and Learning Outcomes: A Mixed-Methods Study

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