Web-Based Teaching and Learning across Culture and Age

  • Fengfeng Ke
  • Alicia Fedelina Chávez
Book

Table of contents

  1. Front Matter
    Pages i-x
  2. Diversity in Online Learning Contexts

    1. Front Matter
      Pages 1-1
    2. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 3-19
    3. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 21-53
    4. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 55-64
  3. Study Findings

    1. Front Matter
      Pages 65-65
    2. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 67-92
    3. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 93-114
    4. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 115-126
  4. Designing for Success in Online Learning Contexts

    1. Front Matter
      Pages 127-127
    2. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 129-141
    3. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 143-154
    4. Fengfeng Ke, Alicia Fedelina Chávez
      Pages 155-164
  5. Back Matter
    Pages 165-170

About this book

Introduction

Identity and diversity permeate teaching and learning. Technology-mediated learning environment designs are infused with cultural values, norms, and assumptions. In addition, age-related diversity mediates interactions, learning, perceptions of instruction, self-regulation, and experience with technology. Individual instructors and/or instructional designers are both cultural insiders and cultural outsiders to diverse groups of online learners. Learning difficulties are likely to arise when underlying pedagogical values, norms, and epistemologies in an online learning setting are culturally inappropriate or ineffective for a learner group. Instructors and learners are usually unaware of how identity and diversity manifest in teaching and learning, and hence experiencing challenges in negotiating academic norms.

With limited empirical research available about online teaching and learning across culture and age, this book presents the findings of a two-year study in exploring an inclusive (i.e., multicultural and intergenerational) instructional design approach for online learning. The book provides readers an overall understanding of epistemological and pragmatic differences in how students from different cultures and generation groups learning online. Data-driven suggestions on the cultural analysis, design, and facilitation of an inclusive online learning environment are provided. Any professional in the area of online teaching and learning, researchers and educators alike, will benefit from the insights into cross-cultural and intergenerational teaching and learning provided.

Keywords

cross-cultural online instructional design cultural constructs and learning differentiated instruction and online Learning inclusive instructional design intergenerational online learning multi-cultural online learning non-traditional students and online learning

Authors and affiliations

  • Fengfeng Ke
    • 1
  • Alicia Fedelina Chávez
    • 2
  1. 1., Educational Psychology and Learning SystFlorida State UniversityTallahasseeUSA
  2. 2., Dept. of Educational Leadership & OrganiUniversity of New MexicoAlbuquerqueUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4614-0863-5
  • Copyright Information Springer Science+Business Media New York 2013
  • Publisher Name Springer, New York, NY
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-1-4614-0862-8
  • Online ISBN 978-1-4614-0863-5