Cultural Challenges of E-Learning Experiences: An Exploratory Research

Cultural Challenges of E-Learning Experiences: An Exploratory Research

Wijdène Ouerghi Latrous, Manel Khadraoui
Copyright: © 2020 |Pages: 20
DOI: 10.4018/IJESMA.2020070102
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Abstract

Globalization and advances in information and communication technologies have increased the diversification of the characteristics of targeted students. The cultural diversity of users benefits learning but challenges institutions. In this context, we are trying to identify the cultural dimensions that influence the e-learning experience of users from different cultures. As we are interested in the meaning given by users to their experiences, we have conducted a qualitative study with 15 teachers and learners in a multi-cultural context. The content analysis showed the existence of four dimensions that can be factors of convergence or divergence for the learners. These dimensions are management of time and learning activities, management of the learning space, management of interpersonal relations, and style of communication. The results call the attention of professionals to improve the practical approaches to adapt e-learning services to different cultures in order to improve the perception of the e-learning experience.
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Literature Review

The rapid development of information and communication technology and the internationalized of many educational systems have fostered the emergence of increasingly multicultural online learning environments. This brings the notions of diversity and interculturality to the heart of curricular concerns (Allen & Seaman, 2016; Çiftçi, 2016; Kumi-Yeboah, 2018; Lee & Markey, 2014; Germain-Rutherford et al., 2007). Faced with this diversity of audiences and needs, many teachers realize the importance of taking into account the notions of multiculturality and interculturality in the design of online courses and in the choice of technological tools to develop these courses and trainings (Ahn, Yoon & Cha ; 2015), Dunn & Marinetti, 2002; Hew, 2018 ; Kumi-Yeboah, 2018 ; McGee, 2002; Moore, Shattuck & Al-Harthi, 2006).

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