Universal Design for Culturally-Diverse Online Learning

Eberle, Jane; Childress, Marcus

doi:10.4018/978-1-59904-301-2.ch014

Cited by 14 publications

(3 citation statements)

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“…Conversely, videos featuring informal language or colloquialisms may not be appropriate for a more formal language learning environment. In addition, videos with too much background music or special effects, fast-paced editing or irrelevant information can be distracting and hinder language acquisition (Eberle & Childress, 2007). Therefore, to ensure that video is an effective and engaging language learning tool, teachers should be selective in planning video content relevant to students' proficiency, cultural background and the course's learning objectives.…”

Section: The Use Of Video In Teaching Englishmentioning

confidence: 99%

How Subtitles in Videos Affect Chinese University Students’ Incidental Vocabulary Learning?

Zai

2023

RAE

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Video subtitles have become an increasingly popular foreign language learning tool, but their effectiveness in facilitating incidental vocabulary acquisition among Chinese university students has not been extensively studied. In order to investigate the effect of video subtitles on incidental vocabulary acquisition, a quantitative research was conducted with 90 Chinese university students. The research used an experimental research design in which participants were randomly divided into three groups: a no subtitle group, a Chinese subtitles group and an English subtitles group. Each group watched the same videos and completed pre-test and post-test vocabulary assessments to measure their incidental vocabulary acquisition. The results showed that both subtitled groups significantly increased vocabulary compared to the group without subtitles. In addition, the English subtitle group had the most significant effect, suggesting that English subtitles may be the most effective type for incidental vocabulary learning among Chinese university students. These findings have important implications for foreign language education in China, as they suggest that including video subtitles, especially English subtitles, can effectively enhance incidental vocabulary learning. Furthermore, the research’s use of an experimental research design strengthens the evidence supporting the effectiveness of video subtitling in language learning. Future research could further investigate the factors that influence the effectiveness of different types of subtitles on vocabulary learning, e.g., dual subtitles and keyword subtitles. In addition, exploring the effects of video with subtitles on other language skills (e.g., listening and pronunciation) is also worth considering.

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Section: The Use Of Video In Teaching Englishmentioning

confidence: 99%

How Subtitles in Videos Affect Chinese University Students’ Incidental Vocabulary Learning?

Zai

2023

RAE

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“…The value of universal design concept has been argued as one of the best practices for learning to design standards-based lessons (Rao and Meo, 2016) and in creating culturally inclusive online course materials (Eberle and Childress, 2006; Rose and Meyer, 2000). It allows learners to select from different methods of instruction (reading learning resources), modes of expression (typing a response) and means of interaction (synchronous or asynchronous communication) (Frechette et al , 2014) to accommodate culturally different diverse learners.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Development of mobile application through design-based research

Jayatilleke

Ranawaka

Wijesekera

et al. 2018

AAOUJ

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Purpose The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research. Design/methodology/approach This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment. Findings It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges. Research limitations/implications This study was based on the findings of a small sample of potential users. Practical implications The findings have implications for designing culturally adaptive interactive mobile applications. Originality/value This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.

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“…Such existing models include the multiple cultures model (MCM) proposed by Henderson (1996), the cultural adaptation process (CAP) model by Edmundson (2007), and the universal design for culturally diverse online learning framework proposed by Eberie and Childress (2007).…”

Section: Personal Barriers and Solutionsmentioning

confidence: 99%

Learner analysis framework for globalized e-learning: A case study

Saxena

2011

IRRODL

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The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to the rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis. The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.

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Universal Design for Culturally-Diverse Online Learning

Cited by 14 publications

References 0 publications

How Subtitles in Videos Affect Chinese University Students’ Incidental Vocabulary Learning?

How Subtitles in Videos Affect Chinese University Students’ Incidental Vocabulary Learning?

Development of mobile application through design-based research

Learner analysis framework for globalized e-learning: A case study

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