Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?

Ethical Practices and Implications in Distance Learning ◽

10.4018/978-1-59904-867-3.ch011 ◽

2011 ◽

pp. 155-197

Author(s):

Shalin Hai-Jew

Keyword(s):

Higher Education ◽

Instructional Strategies ◽

Curriculum Design ◽

Cultural Sensitivity ◽

Value Added ◽

Applied Learning ◽

Local Resources ◽

Field Independent ◽

E Learning ◽

Pedagogical Approaches

This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology, curriculum design, instructional strategies/pedagogical approaches, multimedia builds, information handling, and direct instruction in e-learning need to fit the needs of the diverse learners. Those that offer global e-learning must consider the national, ethnic and racial backgrounds of their learners to offer customized value-added higher education. Cultural sensitivities apply to initial learner outreach and their success in the e-learning; localizations enhance the applied learning and also the transferability of the learning after the global learners graduate. Cultural sensitivities and localizations may make global e-learning more field-independent and effective because of the reliance on each learner’s local resources. A “Cultural Sensitivities and Localizations Course Analysis (CSLCA)” Tool for global e-learning has been included in the appendix.

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GAMES AND INTERACTIVE DESIGN - A STRATEGIC APPROACH TO CURRICULUM DESIGN FOR APPLIED LEARNING IN HIGHER EDUCATION

ICERI2017 Proceedings ◽

10.21125/iceri.2017.1176 ◽

2017 ◽

Author(s):

Justin Carter ◽

Ross McLennan

Keyword(s):

Higher Education ◽

Curriculum Design ◽

Interactive Design ◽

Applied Learning ◽

Strategic Approach

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Perception and Preference of Students towards E-Learning with regard to Web-based Supplemental Courses

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.f9365.038620 ◽

2020 ◽

Vol 8 (6) ◽

pp. 4021-4025

Keyword(s):

Higher Education ◽

Online Courses ◽

Value Added ◽

User Friendliness ◽

Learner Engagement ◽

Online Programs ◽

Course Content ◽

Online Mode ◽

Information And Communication ◽

E Learning

Online Courses have become the new normal in the higher education landscape. With rapid developments in information and communication technology, higher education institutions are turning their focus towards course offerings in the online mode. It is imperative for institutions to understand the perspective of the learners so that they can offer better service. This paper endeavors to highlight the factors that influence the learners who take up online supplemental courses that are offered along with the conventional degree programs. Learners who took up value added courses were contacted for the purpose of understanding their perception with regard to usability, user friendliness, navigation, assessment, feedback, course content, test friendliness etc. An exploratory factor analysis was carried out. Results show that user friendliness and learner engagement were the focal points to promote online learning. Learner satisfaction with regard to CDROM that was given as supplemental learning tool was measured and learners were found to be satisfied with this. Suggestions for offering user friendly and engaging online programs are given. Students who completed the course felt very optimistic about the program compared to those who did not complete.

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E-Learning and Teaching

Transformative Learning and Online Education ◽

10.4018/978-1-61520-985-9.ch008 ◽

2010 ◽

pp. 111-126

Author(s):

Amani Hamdan

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

The Internet ◽

Educational Systems ◽

Metacognitive Skills ◽

Learning And Teaching ◽

E Learning ◽

Use Of The Internet ◽

Based Instruction ◽

Pedagogical Approaches

The last three decades have witnessed the phenomenal growth of the Internet as a medium for teaching and learning in higher education. Yet educational systems have done little to gain a better understanding of how these methods affect the nature and level of student engagement. Although there is a rapidly growing literature on the use of the Internet for teaching and learning purposes, there is relatively little literature and associated research on effective Pedagogical approaches to web-based instruction. This chapter starts by outlining the advantages and disadvantages of using the web for teaching in the context of higher education. One aspect of the disadvantages that is addressed in this chapter is the dilemma that Online learning and teaching pose for decision-makers, educators and students with regard to the implementation of Pedagogical approaches aimed at enhancing critical thinking and metacognitive skills.

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A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

Journal of African Leather and Leather Products Advances ◽

10.15677/jallpa.2019.v5i1.17 ◽

2019 ◽

Vol 5 (1) ◽

pp. 1-10

Author(s):

Mwinyikione Mwinyihija

Keyword(s):

Higher Education ◽

Curriculum Design ◽

Value Chain ◽

Theoretical Perspective ◽

Economic Benefits ◽

Skills Development ◽

Evidence Based ◽

Wealth Creation ◽

Urban Rural ◽

Review Study

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

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USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

Author(s):

R J Singh

Keyword(s):

Higher Education ◽

South Africa ◽

Distance Learning ◽

Blended Learning ◽

Learning Experiences ◽

Learning Opportunities ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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