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ERIC Number: ED485118
Record Type: Non-Journal
Publication Date: 2004-Oct
Pages: 9
Abstractor: ERIC
Reference Count: 51
Intercultural Internet-Based Learning: Know Your Audience and What They Value
Bentley, Joanne P. H.; Tinney, Mari Vawn; Chia, Bing Howe
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
As the internet-based learning (IBL) market becomes increasingly global, understanding differing educational values and cultural expectations could provide an important competitive edge for providers (universities, publishing houses, and corporate training entities). How each of person determines "good" or "quality" instruction is to a large degree founded on what educational values that person holds. These values are primarily shaped by (1) cultural norms, (2) the philosophy(s) of learning to which people adhere, and (3) a person's personal preferences for learning. When people's educational values match those embedded in the course, the match-up contributes to their perception of it being a quality educational experience; conversely, when people's educational values do not match those of a course, then dissatisfaction is likely to occur. The designer has the responsibility to make the courses educational values explicit in the course materials and it is the learner's responsibility to understand themselves as learners and find out about the context from which the course originates. This paper recommends a new intercultural standard for expressing the instructional of a course through which designers (producers) and students (consumers) can clearly communicate the educational values to each other. It should be similar to that of food labeling. The authors believe that designers should make the values imbedded in the course visible to the learner in an advance syllabus or course description. Eight educational value differentials or factors can help people make a distinctive difference in how the learner perceives quality in instruction. The paper discusses how designer integrate the eight differentials in preparing instructional materials and apply strategies to match users to suitable courses. It concludes with two handy checklists of recommendations distilled from the research; one for low-context (North American or Western) instructional designers and one for high-context students.
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Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A