Abstract
A critical proposition of research literature on culture- or diversity-sensitive instructional design is to empirically examine the relationship between online learning environment design features and online learning participation and success. In this chapter we focus on describing the salient features of diverse online interaction arrangements and instructional contexts across academic disciplines, and illustrate potential associations between online instructional design features and learners’ participation and satisfaction.
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Ke, F., Chávez, A.F. (2013). Online Interaction and Instructional Context Design and Learner Success. In: Web-Based Teaching and Learning across Culture and Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0863-5_6
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DOI: https://doi.org/10.1007/978-1-4614-0863-5_6
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