Learning Cultures and Multiculturalism

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.

Massive Open Online Courses

This chapter considers the state-of-play as at early May 2013 regarding Free Massive Open Online Courseware (MOOC). It considers whether the initial findings indicate whether MOOCs will prove a “game changer” in higher education. A number of theoretical models such as disruptive innovation theory, technology life cycles, and strategy business models are used to enable a better understanding of the likely potential impact of MOOCs. Data was gathered through investigating the Coursera, Udacity, and edX Websites as well through undertaking a content analysis of the 32 Business and Management courses available on Coursera. It also presents the responses about MOOCs from a small group of potential “customers,” a class of Executive Master of Business Administration (EMBA) students from a European Business School. Different scenarios are then presented about their potential disruptive impact upon universities. Possible strategies for each scenario are also put forward. Based upon the evidence provided within this chapter, it can be tentatively concluded that MOOCs will not be a “game changer” in the higher education sector.

Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

Comparing Learning Styles and Technology Acceptance of Two Culturally Different Groups of Students

This chapter reports on a study that compares the learning styles and technology acceptance of two culturally different groups of students studying at different universities, one in Australia and the other in the US. However, almost all of the students from the Australian cohort were international students from China; thus, this study is essentially a comparison between American and Chinese students. Felder-Solomon's Index of Learning Styles (ILS) was used to collect learning styles data while Davis' Technology Acceptance Model (TAM) was used to examine the acceptance of Twitter, the technology being examined. The study results revealed no statistical significant differences in the learning style preferences of the two groups suggesting that culture did not play a significant role in defining their learning habits. However, culture was a significant factor in the acceptance of technology, in this case Twitter.

Student Mobility in Higher Education Explained by Cultural and Technological Awareness in Taiwan

This chapter explores the factors that might influence the intention to study abroad and determines which requirement can be used to attract international students. Fuzzy statistics was used to determine the influencing factors related to student mobility in terms of outbound and inbound study. Exploring students' intentions to study abroad and their readiness may provide a better conception on the issue. The result reveals that study abroad is a better choice for many college students. Since the government provided a menu driven program for universities, various universities have been found to enhance their learning programs to attract more international students. The findings suggest that maintaining cheaper tuition, enhancing culture-related programs, and providing good environment and equipment will attract more international students. However, the factors influencing the international students coming vary in different countries.

Interactive Multimedia

One of the important characteristics to be considered when developing multimedia educational materials is interactivity. The purpose of this study was to check whether the proposed multimedia's interactivity influenced the performance of 5th graders in a controlled environment and using Portuguese questions from the Brazil Test (Prova Brasil) as inputs. Those assignments were given to two groups of students, where one group had access to activities implemented via software featuring different interactive resources and a second group carried out the same activity in a plain environment, without the aid of multimedia resources. As a result, this chapter compares the performance of each group of students and relates them to the levels of interactivity, thereby demonstrating the latter's influence over the number of correct answers in the activities. Additionally, this chapter provides elements for the preparation of a second study phase.

Blended Learning at Ajman University of Science and Technology

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

E-Learning Math Course Design Process

In this chapter, the process of designing a math (or science) e-course is discussed. The author suggests dividing it into three stages. The first stage consists of defining the general template of the course in terms of three attributes: organization, communication, and methods of access to course materials. The second stage aims at determining the domain and the scope of the content to be taught in the course. At the third stage, the course designer has to form blocks (i.e. to fill the template produced at the first stage with the units of the content provided at the second stage). The project of any block (e-lesson) should consist of the following elements: specific educational goals, description of rules, manner, and tools of communication, the order of materials and mechanisms of their presentation, and the specification of learning objects with regard to applied media and the role in the course.

A Virtual Learning Process Environment and Comparison with Conventional E-Learning Systems

Learning is a complex process; an in-depth knowledge of the intricacies of learning processes can help to improve the formulations of effective methods, tools, and technologies to support and enhance learning through the effective management of learning processes. VLEs such as Moodle help facilitate the management of educational courses for students, in particular by helping lecturers and students with course administration. However, the management of the process of learning is inadequate. Once educational course materials are made available on the VLEs, analyses such as what students do with the course materials are difficult to observe in a real-time manner. Therefore, there is a need for the administration and management of the process of learning. This chapter presents a Virtual Learning Process Environment (VLPE) that is based on the Business Process Management (BPM) technology conceptual framework. In contrast to traditional e-learning systems, VLPE focuses on learning process management through the orchestration of flexible education pedagogies around course materials in the form of learning process workflows. Consequently, the effectiveness of any adopted pedagogy can be re-assessed, re-evaluated, and reformed by course designers with the potential to improve course design and learning outcomes.