The Cross-Cultural Dimensions of Globalized E-Learning

2008 ◽  
pp. 382-393
Author(s):  
Andrea L. Edmundson
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Learning ◽  
The Two Cultures ◽  
E Learning ◽  
Level 1

This exploratory study examined the effects of cross-cultural learning dimensions on e-learning outcomes for employees in functionally equivalent jobs in Western and Eastern cultures. Participants from the United States and India completed a Level 1 e-learning course designed in the United States. In addition, randomly selected completers then reported their interactions with the e-learning course in a survey. Learners from the two cultures achieved equitable learning outcomes, suggesting that characteristics of Level 1 e-learning courses mediate the effects of culture. In addition, while cross-cultural dimensions did appear to affect learners’ preferences for and perceptions of e-learning, both Eastern and Western participants were willing to try new approaches to learning that did not align with their cultural profiles. Based on these results, the cultural adaptation process (CAP) model is presented as a preliminary guideline for adapting e-learning courses for other cultures. Accelerated dissemination of Level 1 courses could increase technological literacy . Education and technological innovation are strongly associated with advanced socio-economic development.

The Cross-Cultural Dimensions of Globalized E-Learning

2011 ◽  
pp. 2481-2493
Author(s):  
Andrea L. Edmundson
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Learning ◽  
The Two Cultures ◽  
E Learning ◽  
Level 1

This exploratory study examined the effects of cross-cultural learning dimensions on e-learning outcomes for employees in functionally equivalent jobs in Western and Eastern cultures. Participants from the United States and India completed a Level 1 e-learning course designed in the United States. In addition, randomly selected completers then reported their interactions with the e-learning course in a survey. Learners from the two cultures achieved equitable learning outcomes, suggesting that characteristics of Level 1 e-learning courses mediate the effects of culture. In addition, while cross-cultural dimensions did appear to affect learners’ preferences for and perceptions of e-learning, both Eastern and Western participants were willing to try new approaches to learning that did not align with their cultural profiles. Based on these results, the cultural adaptation process (CAP) model is presented as a preliminary guideline for adapting e-learning courses for other cultures. Accelerated dissemination of Level 1 courses could increase technological literacy . Education and technological innovation are strongly associated with advanced socio-economic development.

Addressing the Cultural Dimensions of E-Learning

2008 ◽  
pp. 2252-2267
Author(s):  
Andrea L. Edmundson
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
The United States ◽  
Cultural Dimensions ◽  
The Two Cultures ◽  
Eastern Cultures ◽  
E Learning ◽  
Cap Model ◽  
Level 1

In an exploratory study, the researcher examined the effects of cultural dimensions on e-learning outcomes for employees in functionally equivalent jobs in Western and Eastern cultures. Participants from the United States and India completed a Level 1 e-learning course designed in the United States. In addition, randomly selected completers then reported their interactions with the e-learning course in a survey. Learners from the two cultures achieved equitable learning outcomes, suggesting that characteristics of Level 1 e-learning courses mitigate the effects of culture. In addition, while cultural dimensions did appear to affect learners’ preferences for and perceptions of e-learning, both Eastern and Western participants were willing to try new approaches to learning that did not align with their cultural profiles. Based on these results and practical usage, the revised (v.2) of the cultural adaptation process (CAP) model is presented as a guideline for adapting e-learning courses for other cultures.

Addressing the Cultural Dimensions of E-Learning

2011 ◽  
pp. 167-187 ◽  
Author(s):  
Andrea L. Edmundson
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
The United States ◽  
Cultural Dimensions ◽  
The Two Cultures ◽  
Eastern Cultures ◽  
E Learning ◽  
Cap Model ◽  
Level 1

In an exploratory study, the researcher examined the effects of cultural dimensions on e-learning outcomes for employees in functionally equivalent jobs in Western and Eastern cultures. Participants from the United States and India completed a Level 1 e-learning course designed in the United States. In addition, randomly selected completers then reported their interactions with the e-learning course in a survey. Learners from the two cultures achieved equitable learning outcomes, suggesting that characteristics of Level 1 e-learning courses mitigate the effects of culture. In addition, while cultural dimensions did appear to affect learners’ preferences for and perceptions of e-learning, both Eastern and Western participants were willing to try new approaches to learning that did not align with their cultural profiles. Based on these results and practical usage, the revised (v.2) of the cultural adaptation process (CAP) model is presented as a guideline for adapting e-learning courses for other cultures.

The Cultural Adaptation Process (CAP) Model

2011 ◽  
pp. 267-290 ◽  
Author(s):  
Andrea Edmundson
Keyword(s):  
Learning Outcomes ◽  
Cultural Adaptation ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Adaptation Process ◽  
Culturally Adapted ◽  
E Learning ◽  
Cap Model ◽  
The Cross

At the conclusion of the study, The Cross-Cultural Dimensions of Globalized E-Learning (Edmundson, 2004), the cultural adaptation process (CAP) model was introduced as a proposed guideline for evaluating existing e-learning courses and for matching them to the cultural profiles of targeted learners. In theory, the model could facilitate the development of culturally-adapted and accessible e-learning courses, which in turn provide opportunities for all learners to achieve equitable learning outcomes. In this chapter, the author illustrates, with a hypothetical example, how to use the CAP model. As a result of this mock exercise, modifications to the model are recommended. However, the CAP model would benefit from further exploration, use, and development by researchers and practitioners in the field.

scholarly journals Conceptual negotiation metaphors across cultures – research findings from Poland, China, The United States and Great Britain

2013 ◽  
Vol 5 (3) ◽  
pp. 103-118 ◽  
Author(s):  
Michał Chmielecki
Keyword(s):  
United States ◽  
Conflict Resolution ◽  
Great Britain ◽  
Cultural Studies ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Complex Relationship ◽  
Language And Culture ◽  
Research Findings

Abstract Recent years have seen an explosion of interest in the cultural dimensions of conflict resolution. Books, numerous studies, and courses have offered perspectives on the nature of culture and its complex relationship to the transformation of conflict. This article focuses on metaphors concerning negotiations across cultures. The study attempts to contribute knowledge in the field of cross-cultural studies on language and culture, especially with regards to negotiation metaphors. The article attempts to answer a question how does the usage of metaphors for the process of negotiation differ across cultures

Cross-Cultural Learning and Mentoring

2012 ◽  
Vol 3 (3) ◽  
pp. 26-36 ◽  
Author(s):  
Pi-Chi Han ◽  
John A. Henschke
Keyword(s):  
United States ◽  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Doctoral Students ◽  
The United States ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Human Being ◽  
Intercultural Competencies

Dr. Malcolm Shepherd Knowles popularized andragogy as the theory of adult learning and was referred to as the Father of Adult Education in the United States (US). As his doctoral students, the authors had extensive personal contacts with him. This paper utilizes the method of autoethnography to explore how cross-cultural learning and cross-cultural mentoring facilitate transformative learning with the development of intercultural competencies for sojourners when they interact with a significant human being in cross-cultural settings.

International Collaborative Cross-Cultural Teaching Project: United States and Taiwan

2014 ◽  
Vol 45 (2) ◽  
pp. 39-45 ◽  
Author(s):  
Frances W. Siu ◽  
Martin G. Brodwin ◽  
I-Chun Huang ◽  
Erin R. Brodwin ◽  
Christiaan Kier
Keyword(s):  
United States ◽  
Counselor Education ◽  
The United States ◽  
Cross Cultural ◽  
Collaborative Cross ◽  
Graduate Level ◽  
Rehabilitation Counselor ◽  
Advantages And Disadvantages ◽  
Cultural Teaching ◽  
E Learning

This article describes a collaborative e-learning project between the United States and Taiwan. The project involved teaching a synchronized graduate-level rehabilitation counselor education course through the use of Skype. Report of the process, impact on live teaching, and evaluation of experiences from students and professors of both universities are presented while advantages and disadvantages, limitations and recommendations of e-learning are described.

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