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| Open Access | A Research on the cultural contexts of online learning in Chinese and Flemish higher education putting student and instructor perspectives
Abstract
Learners' "Intercultural difficulties can have a significant impact on students' ability to learn and overall level of school participation. According to Hannon and D'Netto (2005), an online classroom accentuates these impacts. Although it is possible for e-learning to be culturally inclusive, this does not mean that cultural disparities, such as those affecting students' preferences and perceptions of learning environments, are eliminated. Academics have established that there are 'cultural gaps' between those engaged in online learning (Chase et al., 2002). According to Mac Fadyen (2005), the prevalence of online communication varies significantly across cultural groups. Considering students' cultural origins is critical for analyzing the impact of social-constructivist e-learning "because students' cultural backgrounds shape their expectations, Worldviews, and reactions. There is a scarcity of empirical research on the effects of a socially constructive "e-learning environment" on different cultural contexts (Gribble & Ziguras, 2003).
Keywords
Learning Environment, Empirical Research, Cultural Events
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Copyright (c) 2024 TIE WEIFANG, DR. NIDHI AGARWAL (Author)
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Copyright (c) 2024 TIE WEIFANG, DR. NIDHI AGARWAL (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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