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ERIC Number: EJ922871
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1065-0741
Affirming Diversity in an Online Course
Baltes, Beate
Campus-Wide Information Systems, v27 n5 p293-302 2010
Purpose: Numerous attempts have been made to link a particular learning style to either a particular culture, gender, or even a generation. In a typically heterogeneous online class, it is impossible to address every participant's culture or the degree of assimilation to a particular culture. Consequently, the aim of this paper is to recommend strategies on how to address numerous learning styles in a culturally sensitive classroom environment. Design/methodology/approach: Currently, a literature review of publications in English has been concluded. An upcoming case study at an online university might corroborate the findings. Findings: There are many variations of an instructor's cultural background interacting with the diverse cultures of students in an online university situated in a particular local culture. Consequently, it is prudent to offer a variety of learning opportunities. The more learning styles are accommodated, the higher the chances that learning occurs. Compared with a traditional face-to-face classroom where choices between learning options have to be made due to time constraints, the online classroom offers the opportunity to provide a variety of learning opportunities. Practical implications: The paper presents a variety of learning opportunities that can be considered in the development of online courses. The suggestions are not bound to a particular generation, culture, or gender but are just plain good online teaching that applies to a heterogeneous--just as much as to a homogeneous--student population. Originality/value: Online learning is spreading in numbers as well as globally. This paper hopes to avoid "colonization" of online learning but to support cultural affirmation within the online learning environment.
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Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A