Cultural dimensions of learning: Addressing the challenges of multicultural instruction

The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores...

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Autores principales:	Patrick Parrish, Jennifer Linder-VanBerschot
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2010
Materias:	distance education online learning pedagogy multicultural education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/77692a1a703d44e0bf02ba30c5d792d8
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spelling	oai:doaj.org-article:77692a1a703d44e0bf02ba30c5d792d82021-12-02T19:20:49ZCultural dimensions of learning: Addressing the challenges of multicultural instruction10.19173/irrodl.v11i2.8091492-3831https://doaj.org/article/77692a1a703d44e0bf02ba30c5d792d82010-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/809https://doaj.org/toc/1492-3831The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF), which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.Patrick ParrishJennifer Linder-VanBerschotAthabasca University Pressarticledistance educationonline learningpedagogymulticultural educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 11, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education online learning pedagogy multicultural education Special aspects of education LC8-6691
spellingShingle	distance education online learning pedagogy multicultural education Special aspects of education LC8-6691 Patrick Parrish Jennifer Linder-VanBerschot Cultural dimensions of learning: Addressing the challenges of multicultural instruction
description	The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF), which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.
format	article
author	Patrick Parrish Jennifer Linder-VanBerschot
author_facet	Patrick Parrish Jennifer Linder-VanBerschot
author_sort	Patrick Parrish
title	Cultural dimensions of learning: Addressing the challenges of multicultural instruction
title_short	Cultural dimensions of learning: Addressing the challenges of multicultural instruction
title_full	Cultural dimensions of learning: Addressing the challenges of multicultural instruction
title_fullStr	Cultural dimensions of learning: Addressing the challenges of multicultural instruction
title_full_unstemmed	Cultural dimensions of learning: Addressing the challenges of multicultural instruction
title_sort	cultural dimensions of learning: addressing the challenges of multicultural instruction
publisher	Athabasca University Press
publishDate	2010
url	https://doaj.org/article/77692a1a703d44e0bf02ba30c5d792d8
work_keys_str_mv	AT patrickparrish culturaldimensionsoflearningaddressingthechallengesofmulticulturalinstruction AT jenniferlindervanberschot culturaldimensionsoflearningaddressingthechallengesofmulticulturalinstruction
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Cultural dimensions of learning: Addressing the challenges of multicultural instruction

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