Cross-Cultural Aspects of Collective Intelligence Online

Today's wisdom society depends on intellectual capital, that is, collective knowledge and informational assets. Increasingly, the global scene reflects a more interactive mode relative to information, particularly because of social media. As heterogeneous groups bring different expertise and perspectives, their gathered and organized knowledge can lead to more informed decisions and resultant actions. This collective intelligence has been transformed with the advent of easily accessible interactive technologies. Adding to the complexity, cross-cultural aspects impact the processes leading to collective intelligence as culture impacts individual and group interaction. This chapter explores the intersection of collective intelligence, online technology, and cross-cultural aspects. The chapter also shares research-based conditions to optimize that intersection.

Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context

This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.

Cross-Cultural Communication Differences in Online Learning

This chapter discusses and evaluates research on cross-cultural communication differences in online learning at the university level. It starts out by discussing the growth of online education in recent years and the historical context of online education. The chapter then evaluates research on differences in cross-cultural online learning primarily between university students from the Western part of the world compared to students from the East. Barriers in cross-cultural online education cited in the literature include language, technology, and instructional design. Future research on Western-based online education should assess cross-cultural differences for students from other parts of the world including Africa, the Caribbean, and Latin America.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

Critical Humanism and Online Learning

This chapter is an attempt to personalize online education. Across the writing, the authors use discussion boards, a means of inquiry, to offer students a space where shared experiences might foster deeper connections to subject matter. The concern for learning is how to design instruction to encourage critical learning opportunities in online environments for all students. A departure from traditional online delivery of instruction, they considered how to plan teaching to support student critical thinking in the expression of their ideas. Throughout this chapter, they discuss how critical theory/pedagogy informed practice in promoting self-awareness and critical consciousness among students.

Online Instructional Practices for Racially Diverse Student Populations in United States Higher Education Institutions

Both individual online courses and fully online programs in the United States have gained widespread acceptance. They are also more diverse than ever due to students' demographic changes. There are multiple challenges to student learning and to instructor teaching, and in this chapter, the authors present literature on online learning challenges and possible best practices for faculty training, instructional design, course content, intercultural miscommunication, accessibility for students with disabilities, and social isolation. Use of inclusive teaching methods are recommended. These are methods that promote effective cross-cultural pedagogies including methods that create learning tasks that foster reciprocal learning about cultures, expose learners to multiple perspectives, and facilitate development of skills in global thinking and intercultural competence. Use of universal instructional techniques to address multiple learning styles and integrating multicultural perspectives in course content have resulted in student success, satisfaction, as well as reduced stress and social isolation in online classes.

Online Equivalencies and the Potential to Inadvertently Offend or Cause Discomfort

This chapter considers how attempts to have online courses resemble face-to-face courses as closely as possible can backfire and cause discomfort or other concerns to some international students. A critical self-study approach was utilized to consider one instructor's experience of working with a greater number of international students in online and hybrid courses, and the changes to previously developed best practices to have as positive of a learning experience as possible for all students.

Pedagogical Issues and Challenges for Cross-Cultural Online Instruction

Due to the increasingly multicultural nature of online learning environments, it is crucial that instructors and instructional designers be aware of the importance of cultural factors in online teaching and learning. This chapter examines current educational and strategic studies of cross-cultural distance learning based on a review of scholarly publications, and helps readers develop an up-to-date understanding of the issues as well as challenges pertinent to cross-cultural online teaching and learning. In addition to reviewing the notion of cultural differences, the chapter seeks to provide instructional strategies that incorporate multicultural experience in designing online teaching or training. The chapter can help extend readers' knowledge and understanding of cross-cultural perspectives, influence of cultural differences on learning, and implications for designing cross-cultural distance learning.

Baby Boomers and Online Learning

There continues to be a significant increase in the number of post retirement employees (i.e., baby boomers/older workers) in the workforce, either having remained in the organization after retirement or having returned to the workforce in different capacities for varying reasons after their initial separation. A resulting accompaniment to this labor force increase is the increase in the number of boomers who will seek higher education to equip themselves with the skills needed to remain competitive in the workplace. With the advent of online learning, however, the higher education landscape is different from when baby boomers first attended college. This chapter explores the experiences of baby boomers who are pursing graduate studies in an online environment and will discuss appropriate learning strategies for baby boomers to facilitate academic success for this group of learners.

Gender Characteristics

Demographics in higher education populations have been changing. Females have become the majority population in online learning. Genders are physiologically and psychologically similar yet still different. This chapter provides an overview of cross-cultural gender characteristics of adult learners and discusses the associated challenges that interfere with their online learning effectiveness. Gender differences in behavior and learning are discussed from biological, environmental, and technological perspectives. Strategies to address their challenges and needs in online learning are provided. The chapter then concludes with suggestions for future research on cross-cultural gender issues in the online learning environment.