Learning through Immersive Virtual Environments

Changes on how the workforce is learning/training today are evident in many organizations. Discussions about how Immersive Virtual Learning (IVL) is a part of the skill development process and outcomes in the workplace have increased (Salmon, 2009). There is an abundance of literature on the application of virtual and other learning technologies within learning institutions (Hew & Cheung, 2010); however, there is a paucity of literature on IVL organization learning. This chapter discusses the existing research and understanding of IVL and the application within an organizational setting. Further, this chapter explores the connection between knowledge transfer and the impact IVL has on the workforce. This exploration attempts to create a link between global connectivity, changing cultures, and changing technologies. In addition, this chapter examines the benefits of IVL in a workplace setting and offers suggestions for future research and practice.

Cross-Cultural Challenges in the Design and Delivery of Online Language Programs

Whether online, offline, hybrid, distant, or even e-learning, recent developments in technology all over the world have changed the way learning and teaching is designed and delivered. Recently, some university consortia in the US announced that they would be offering large-scale online degree courses, for free. Irrespective of the repercussions of such an initiative, it seems very likely that the future of higher education will be online courses. In recognition of this reality, universities are providing continuous professional development to their faculty, particularly in the area of online teaching and learning. But the challenges are not only technical but cultural too. This chapter discusses the general requirements and challenges (both technical and cultural) that face a designer of an online or hybrid language program that is communicative, interactive, exciting, motivating and engaging for students. More specifically, the chapter details the road travelled by the author in designing and delivering a hybrid Intermediate 2 Swahili program in spring 2013 to American students at American University in Washington DC. The technical, technological, and cultural issues encountered by both the lecturer and the students are reviewed in the chapter.

Adult Millennials

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Cultural Orientation Differences and their Implications for Online Learning Satisfaction

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

Preparing for Online and Distance Learning Courses

The purpose of this descriptive study is to investigate students’ perceptions of online learning courses at a 4 year mid-level mid-western university and whether or not these perceptions influenced their decision to continue taking online courses or not. The findings of this study concur with Lim (2004) in that thorough preparation prior to online course work can help to curb dropout rates and can better prepare learners for successful completion of the course.

A Place for Culture in Instructional Design

The purpose of this chapter is to discuss the macro and micro challenges instructional designers face when designing Web-based instruction for adult learners. Macro level challenges like institutional and infrastructural requirements are those outside the design process that directly affect teaching and learning outcomes. Micro level challenges, on the other hand, are those inside the design process that directly impact teaching and learning outcomes (e.g. cultural biases of the designers and instructors). The authors discuss the effects of these challenges for instructional designers in higher education. Since the population of focus is adult learners, a brief overview of adult learning and characteristics of adult learners is provided. A variety of models and frameworks have been developed within the field, with only a handful that are constructed to explore diverse learners and learning. The chapter also includes introspection of the authors’ experiences as instructors, instructional design professionals, and students in the field. It concludes with strategies instructional designers can use to overcome the challenges discussed.

Cultural-Pedagogical Norms in Iranian Virtual Higher Education Institutions

By discussing the cultural-pedagogically inscribed norms, this chapter argues that, regarding the design and implementation of e-learning from the perspective of globalization, it is critically important to recognize, understand, and thus take into account cultural situatedness. Such cultural-pedagogical norms are often taken for granted in educational settings. Drawing on the literature, this study presents a model of cultural-pedagogical paradigms in higher education in general and e-learning in particular. The authors use this model to explore cultural-pedagogical orientations in Iranian virtual institutions as an instance of a developing country. This is done from a comparative perspective, looking to the similarities and differences of teachers’ and learners’ points of view.

Designing and Delivering Web-Based Instruction to Adult Learners in Higher Education

The essence of this chapter is to discuss theories and practices including approaches that instructional designers consider when designing Web-based instruction for adult learners. The importance of the chapter is to discuss best practice activities and theories as well as technologies that enable adult online learners to be involved in the design of their Web-based instruction. This represents recognition that adults have accumulated a repertoire of knowledge and experiences that inevitably will enrich the course materials. The theories discussed in this chapter are constructivism and connectivism; these theories improve adult involvement and help them to establish learning networks for exchanges of ideas using cultural artifacts and various interactive and video technologies. These technologies include Adobe Connect, Camtasia, Articulate Storyline, SoftChalk, Prezi, Google.docs, and Google Hangout. The idea is to provide rich virtual learning environments to help adult learners explore learning and connect with each other without inhibition. The traditional method of instruction, which is teacher-centered, is considered inadequate for the present digital age with its rapid knowledge transformation. The roles of technology leaders within the institutional leadership and factors that may impact negatively on Web-based instruction for adults are also considered.

The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education

The role of the university is rapidly changing in this new information age, as many courses and programs are using on-line modalities (i.e. live, interactive audio or video or video conferencing, pre-recorded instructional videos, Webcasts, CD-ROMs, DVDs, or computer-based systems accessed over the Internet) as part of their instructional delivery. Online learning education has closed the gap for many learners who would have been unable to attend an institution of higher learning due to family and career obligations; it has also been instrumental with facilitating collaborative learning and teamwork among students in cross-cultural and cross-national settings. However, due to these geographic variations among online learners from culturally diverse backgrounds, instructors may be faced with challenges hindering their facilitation of online courses and the overall learning outcomes among cross-cultural students. The purpose of this chapter is to discuss aspects of these challenges, provide educators across all discipline with an understanding of the role social constructivist instructional strategies have on facilitating an inclusive online cross-cultural learning environment, and provide recommendations for developing strategies to accommodate these diverse students.

Differences in Generational Characteristics and Their Implications for Cross-Cultural Online Learning and Knowledge Management

This study is an integrative literature review about the distinctive characteristics of multi-generations, their cognitive differences within online learning environments, modern knowledge management theories and frameworks, and the differences of knowledge management practices among multi-generations. Particular attention has been paid to examine distinctive characteristics in the cognitive learning style and knowledge management practices between different cultural settings. Based on the review, the authors propose an integrated approach to comparing the divergent and convergent characteristics of multi-generations and cross-cultural variables in order to design and deliver effective learning solutions and knowledge management systems that will address various organizational and cross-cultural learning and performance issues.