Web-Based Teaching and Learning across Culture and Age PDF
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Fengfeng Ke · Alicia Fedelina Chávez Web-Based Teaching and Learning across Culture and Age Web-Based Teaching and Learning across Culture and Age Fengfeng Ke (cid:129) Alicia Fedelina Chávez Web-Based Teaching and Learning across Culture and Age Fengfeng Ke Alicia Fedelina Chávez Educational Psychology Teacher Education, Educational and Learning Systems Leadership & Policy Florida State University University of New Mexico Tallahassee , FL , USA Albuquerque , NM , USA ISBN 978-1-4614-0862-8 ISBN 978-1-4614-0863-5 (eBook) DOI 10.1007/978-1-4614-0863-5 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013935497 © Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Preface The fi ndings and discussions in this work are based on a 2-year research project funded by Spencer Foundation research grant # 200800124. The authors would like to thank all participating online instructors and students for their support and valuable input. The authors would also like to thank Felisha Herrera, Michelle Jewett, Penny L. Causarano, Dean Kwak, Tatiana Abras, Rebeca Gibrail, and all of the people who have assisted our work. Tallahassee, FL, USA Fengfeng Ke Albuquerque, NM, USA Alicia Fedelina Chávez v Contents Part I Diversity in Online Learning Contexts 1 Introduction and Background ................................................................ 3 Culture and Age Diversity in Designing Inclusive Learning Environments .............................................................................. 4 Defi nitions of Culture ............................................................................ 4 Ethnicity- and Age-Related Cultural Diversities ................................... 5 Theoretical Perspectives on the Effect of Cultural and Age Differences on Cognition, Communication, and Behavior ........................ 6 Cultural Effect ........................................................................................ 6 Effect of Age .......................................................................................... 7 Theoretical Perspectives on Cultural and Age Differences in Technology-Mediated Operations ..................................................... 8 Web-Based Education Across Culture and Age ......................................... 8 Research on Cultural Issues in Web-Based Education .......................... 10 Research on Age-Related Diversity in Online Education ...................... 11 Summary .................................................................................................... 13 An Outline of the Book .............................................................................. 13 References .................................................................................................. 14 2 Multicultural and Intergenerational Teaching and Learning: Current Research ........................................................... 21 Constructs of Culture in Higher Education ................................................ 21 Cross-Cultural Online Education ............................................................... 23 Modes and Focus of Research ................................................................... 25 Research Methods .................................................................................. 25 Populations Studied ............................................................................... 26 Research Questions ................................................................................ 27 Major Findings ....................................................................................... 28 Nontraditional Student Success and Intergenerational Online Education .......................................................................................... 29 vii viii Contents Nontraditional or Adult Student Population Studied ................................. 29 Research Questions ................................................................................ 30 Research Methods .................................................................................. 31 Major Findings ....................................................................................... 32 Appendix .................................................................................................... 33 References .................................................................................................. 49 3 A Two-Year Research Project on Web-Based Teaching and Learning ............................................................................................ 55 Research Design ......................................................................................... 55 Sites and Participants ............................................................................. 56 Data Collection and Analysis ................................................................. 57 A Summary of Major Findings .................................................................. 62 References .................................................................................................. 63 Part II Study Findings 4 Diversity in Online Learning Interaction and Participation ............... 67 Student-Student Interactions ...................................................................... 68 Quantity and Quality of Online Discussions ......................................... 68 Diversity in Experience and Perception of Student-Student Interaction .......................................................... 69 Technology-Mediated Peer Interaction for Diverse Learners ................ 72 The Presence and Role of Culture and Age During Student- Student Interaction .................................................. 76 Student-Instructor Interaction .................................................................... 83 Age, Ethnicity, and Education on Level of Student-Instructor Interaction ....................................................... 83 Technology-Mediated Presence of Instructor ........................................ 84 Match and Adaptation Between the Teaching and Learning Culture .... 86 Student-to-Content Interaction ................................................................... 87 Time or Frequency in Interacting with Learning Objects ...................... 87 Content Interaction Processes ................................................................ 88 Perceived Learning Satisfaction ................................................................ 91 References .................................................................................................. 91 5 Cultural Constructs in Teaching and Learning .................................... 93 Findings: Cultural Constructs of Teaching and Learning .......................... 96 Purpose of Learning ............................................................................... 97 Ways of Taking in and Processing Knowledge ...................................... 98 Interconnectedness of What Is Being Learned ...................................... 101 Responsibility for Learning ................................................................... 103 Time ....................................................................................................... 105 Role of the Teacher/Control ................................................................... 106 Student Interactions ............................................................................... 108 Sequencing ............................................................................................. 111 Contents ix Discussion .................................................................................................. 112 Recommendations for Teaching ............................................................. 113 Implications for Future Research ........................................................... 113 References .................................................................................................. 113 6 Online Interaction and Instructional Context Design and Learner Success ................................................................................ 115 Online Interaction Arrangements on Learning Participation and Satisfaction .......................................................................................... 116 Effect of Interaction Arrangements on Online Learning Participation and Satisfaction ................................................................ 116 Effect of Interaction Arrangements on Online Discussion Performance ......................................................................... 118 Other Salient Features of Online Instructional Contexts ........................... 119 Match Between Instructional Context and Learning Preference ........... 119 Perceived Learning Environment Climate on Learning Satisfaction ........ 120 Association Among Motivated Learning Strategies, Learning-Instruction Matching, and Learning Satisfaction ....................... 122 References .................................................................................................. 125 Part III Designing for Success in Online Learning Contexts 7 Inclusive Design of Online Teaching and Learning .............................. 129 Prior Online Instructional Design Propositions for Culture- and Age-Related Diversity ......................................................................... 129 Discussion of Current Project Findings ..................................................... 131 Cultural and Intergenerational Diversity in Online Learning ................ 131 Cross-Cultural and Intergenerational Online Instruction ....................... 134 Inclusive Online Instructional Design ....................................................... 135 Fluid Instructional Design and Development ........................................ 135 Dual Responsibility: Acculturation and Accommodation ...................... 136 Balanced Arrangement of Interaction Modes ........................................ 137 Multiplicity and Flexibility in Online Instructional Design and Practice ................................................................................ 137 References .................................................................................................. 139 8 Promoting Inclusive, Deep Learning in Online Contexts.................................................................................... 143 Key Considerations in Developing Inclusive Online Learning Cultures ....................................................................................... 143 The Instructor Is Not the Primary Focus of Student Attention .............. 144 An Active Caring Presence Is Key to Student Learning, Satisfaction, and Success .................................................................. 144 A Variety of Learning Experiences to Match a Diversity of Student Ways of Learning ............................................................. 144
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