Implications of internationalisation on learning and teaching - listening to the winds of change?

Sulkowski, Nadine; Deakin, Michael Kent

doi:10.3794/johlste.91.260

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…Learner perceptions, expectations and preferences are dependent on their culture; from more active to passive; more or less responsibility for learning; more or less interaction expected with peers and instructor (Rodrigues 2005;Sulkowski and Deakin 2010). Results from Rodrigues (2005), however, did not show strong differences between learners from high or low UA cultures, and the conclusion in that research was that cultural dimensions are only a starting point for investigation.…”

Section: Research In Learning Technologymentioning

confidence: 50%

“…As there is a tendency for less structure in blended learning, those from cultures who prefer more structure may perceive the environment rather vague (Sulkowski and Deakin 2010). Uncertainty manifested itself through survey narrative in students' requests for more structured learning, e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Awareness about the cultural dimension of UA increased this educator's ability to diagnose potential challenges that may affect the introduction of blended learning (Bailey 2006;Sulkowski and Deakin 2010). Some lessons learned, and changes in pedagogy are suggested as a consequence of the study.…”

Section: ) the Researchers In Project Globe Consider Thatmentioning

confidence: 99%

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Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

Kemp¹

2013

Research in Learning Technology

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The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the introduction of blended learning was found: when membership was assigned for group work, higher quality research methods were introduced; where course structure lacked detail, increased time was required for new and different online activities. These international students, from countries with a high score on Uncertainty Avoidance, exhibited that dimension when introduced to blended learning. The implications of these findings are discussed, and strategies suggested for introducing blended learning to international students. The limitations of the study are considered, and a direction for future research is suggested. This is the first study on undergraduates in the Middle East for the effects of a cultural dimension when introducing blended learning. The findings increase the body of knowledge that relates to learning technology in the international business classroom

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Section: Research In Learning Technologymentioning

confidence: 50%

Section: Discussionmentioning

confidence: 99%

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Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

Kemp¹

2013

Research in Learning Technology

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“…Studies have highlighted how knowledge transfer is more effective when organizations take the necessary measures to cater to the well-being of their employees (Sulkowski & Deakin 2010. These studies have found that communication competence instills a sense of belonging, which promotes active participation and facilitates interpersonal relationships.…”

Section: Intercultural Communication Well-being and Performancementioning

confidence: 99%

Intercultural Communication Competence: Well-being and Performance of Multicultural Teams

2021

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Multiethnic groups coexist in a typical Malaysian university setting. Cultural patterns are expressed through communication facilitating better understanding between diverse cultural groups. Intercultural communication competence based on ethnicity is explained by employing structural equation modelling using Barrett and colleagues' (2013) indicators of attitude, knowledge and skills. These three constructs are hypothesized to explain intercultural communication competence and its effect on well-being and performance. Purposive sampling via a self-administered survey involved 288 Malaysian educators from higher education. The findings confirm that both endogenous constructs -- well-being and team performance -- can be used as predictive factors to assess intercultural communication competence.

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“…the Uncertainty Avoidance Index (UAI) as, ‗The degree to which members of a group feel uncomfortable with uncertainty and ambiguity.' The understanding of the cultural aspect of UA has enhanced the capacity of this educator to identify potential problems that may affect the implementation of blended learning [40] , [41] Hofstede 's power distance component clarified the lack of self-confidence of students and the fact that they had difficulty taking initiative, preferring to encourage the seemingly stronger professor to assume the responsibility. This was compounded by elevated levels of misunderstanding.…”

Section: Blended Learning and Culturementioning

confidence: 99%

Cultural Values that Impact Blended Learning Acceptance and Effectiveness

Alsaif

2021

International Journal of Instructional Technology and Education

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Flexibility in terms of time, cost reduction, and learning outcome enhancement has been considered to be one of the main benefits of blended learning; meanwhile, for sophisticated technology, support resources for course redesign, as well as learner responsibility, are generally regarded as the main challenges facing blended learning implementation. With this in mind, this study highlights the cultural values that directly impact blended learning acceptance and effectiveness; it intends to evaluate the existing literature using a systemic review. In summary, the study found that those within a culture of high collectivism, power distance, short-term orientation, and uncertainty avoidance, tend to favour the traditional classroom and structured learning. Hence, such individuals may struggle to adopt the blended learning system, as this requires an independent, active, and self-directed learner. .

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Implications of internationalisation on learning and teaching - listening to the winds of change?

Cited by 6 publications

References 21 publications

Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates

Intercultural Communication Competence: Well-being and Performance of Multicultural Teams

Cultural Values that Impact Blended Learning Acceptance and Effectiveness

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