Cultural+Issues


 * ** EL7004-8 ** ||  ||
 * ** The Online Learner ** || ** 4 Cultural Issues ** ||
 * You are welcome. Yes, this is an interesting assignment. This paper provides a thoughtful discussion of cultural issues in an online environment. lease read my comments. **
 * ** The Online Learner ** || ** 4 Cultural Issues ** ||
 * You are welcome. Yes, this is an interesting assignment. This paper provides a thoughtful discussion of cultural issues in an online environment. lease read my comments. **
 * You are welcome. Yes, this is an interesting assignment. This paper provides a thoughtful discussion of cultural issues in an online environment. lease read my comments. **

=Cultural Issues in e-Learning=  Online learning does not magically alleviate cultural or social issues, and in some cases may exacerbate them. Men and women in every culture are different in a variety of ways, and these dissimilarities can limit women’s success online. A principal characteristic of e-learning is that students can access learning anywhere. This freedom to engage in learning from geographically disparate locales can bring distinct issues to the online classroom. Learning occurs best when ideas and principals are discussed freely and openly. Religion, spirituality, or the lack thereof can impact how and whether ideas are entertained and evaluated by students, and have the possibility of provoking conflict and impinging learning. Because of online learning’s focus on reading and writing, additional challenges for successful learning in the online classroom are disabilities, or students with poor academic skills. Each of these issues is discussed in greater detail below, along with suggestions for minimizing their impact on the online class.

Gender Issues
**The gender issues.**. Technology products, whether they be high-end laptops, the latest touchscreen PC’s, basic entertainment devices such as tablet PC’s, iPod’s, camera’s, and gaming consoles, or ostensibly mandatory smart phones, are all marketed to executives know who their markets are, and tailor their messages only to appropriate buyers ( Cooke & Buckley, 2008 ). Despite Palloff and Pratt (2003) indicating that the gap is narrowing regarding women’s anxiety regarding technology, current advertisements indicate that it is not generally the woman who is keeping up with the latest technology or buying it. Studies continue to show that “ male students are more willing to use and learn about computers than female students ” ( Gonzalez-Gomez, Guardiola, Rodriguez, & Alonso, 2012, p. 283 ) but this does not appear to influence the satisfaction, attitude, or learning outcomes of female students once they get online ( Chu, 2010; Gonzalez-Gomez et al., 2012; Gunawardena, Linder-VanBerschot, LaPointe, & Rao, 2010; Hung, Chou, Chen, & Own, 2010 ). **Women and men interact in stereotypical ways online.** Men communicate competitively online and are more assertive, aggressive, and more likely to dominate discussions. Women communicate interpersonally online and are more nurturing, supportive, and submissive in discussions ( Palloff & Pratt, 2003 ). In online scenarios where anonymity is possible, women utilize this feature significantly more than do men ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Hoadley, 2004 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and masking of gender encourages students to contribute more readily ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Sinclair, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Shea, Fredericksen, and Pickett (2006) found that: <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">women feel that they participate at higher levels [online] than in the classroom, that they learn more, that technical difficulties are less likely to impede their learning, that they are more likely [to] want to continue taking online courses, and finally, that they are more satisfied. . . than their male classmates <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">. ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 1036 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This finding supports that with thoughtful consideration, online learning allows minimal bias for marginalized groups ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Palloff & Pratt, 2003 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Minimizing gender issues through instructor techniques.** To promote equity online it is important to integrate collaborative activities and encourage interaction between other students and with the instructor ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Palloff & Pratt, 2003 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Shea et al. (2006) reported that high satisfaction with and greater learning outcomes in online courses pursue a “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">focus on the social aspects of learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 1037 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The instructor can promote equity by (a) asking for input from nonparticipating students, (b) directly determining causes for nonparticipation and ameliorating them, (c) publishing standards of participation and online etiquette and enforcing them, (d) rotating leadership roles and facilitation among class members, and (e) confronting directly and privately those students who attempt to dominate, or are less sensitive to the need for all to contribute equitably in the online classroom ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Palloff & Pratt, 2003 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

Geographical Issues
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**The geographical issues.** A predominate feature of online learning is “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">students’ and instructors’ freedom from geographic tyranny <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">McHaney, 2009, p. 457 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) - the ability to learn anytime, anywhere. Participants in online courses can still have difficulties due to lack of access or diminished throughput in many areas. Improvements in cell phone technology and networking have reduced many of these limitations but they still exist ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Jeddi & Zouaoul, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Even with appropriate access, synchronous classes with students from many time zones can present challenges of logistics. Online education can be seen as a cultural threat in many geographical locations, as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">western courses bring western values <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Wright, Dhamarajan, & Reju, 2009, p. 9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), leading to a form of academic cultural imperialism. In some cases the frameworks by which students are educated contradict cultural mores of other students. For example, Wright et al. (2009) identified critical thinking as a highly valued trait for western academians that is diametrically opposed to Buddhist views of education. Finally, geographical displacement of students can contribute to feelings of isolation and a lack of community ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Al-Fahad, 2010; Muilenburg & Berge, 2005; Pigliapoca & Bogliolo, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Minimizing geographical issues through instructor techniques.** The instructor cannot generally solve issues dealing with access to the Internet. . The instructor can remediate issues with throughput by having varied means of delivering content; one version could have simple text for dial-up connections, and the other could contain rich media features of video and audio clips ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Palloff & Pratt, 2003 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Instructors with students from varied time zones must either state clear policies for participation, or minimize the number or length of synchronous segments. Instructors must be welcome to the contributions of students in diverse cultures, and promote respectful discussion in the classroom. The instructor must encourage the learner to interact with other learners, and with the instructor for learning to take place. Interaction has additional benefits of reducing feelings of isolation while engendering a sense of community ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abrami, Bernard, Bures, Borokhovski, & Tamim, 2010; Jackson, Jones, & Rodriguez, 2010; Martinez-Caro, 2011; Omar, Kalulu, & Belmasrour, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

Issues of Religion and Spirituality
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Minimizing religious and spirituality issues through instructor techniques. . This environment affords students the opportunity to explore how the learning impacts and influences their lives and perspectives. These perspectives may heavily be influenced by student’s religious or spiritual background, along with other factors like gender, ethnicity, sexuality, physical ability, or age ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). All perspectives need to be respectfully acknowledged and encouraged, even in situations where strong feelings and contradictory views or beliefs are held.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The religious and spirituality issues. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">. Religious differences and practices can have a practical impact on e-learning. Some religious groups have special days or seasons that influence how or whether students can participate in class. Additionally, a student may present views or beliefs that contradict the perspective of another student provoking potential conflict.

Literacy and Disability Issues
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**The literacy and disability issues.** Online course interactions are primarily written using a keyboard, and viewed and read using a monitor. Reading and writing are requisite with learning online ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Harlen & Doubler, 2007 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Some studies suggest that because of the emphasis on reading and writing in e-learning this is the reason that many students do better in that format ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Haythornthwaite, Bruce, Andrews, Kazmer, Montague, & Preston, 2007 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). If a student is lacking in reading or writing proficiency it serves as a serious barrier to engaging in and benefiting from learning online ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Muilenburg & Berge, 2005 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Americans with Disabilities Act of 1990 (ADA) was designed so that individuals with disabilities in the U.S. would be able to live and work in the mainstream. Specific provisions regarding telecommunications provide that those with disabilities have functionally equivalent services as non-disabled persons. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Minimizing literacy and disability issues through instructor techniques.** If a student has only rudimentary reading or writing skills it is essential for them to remediate that deficiency before engaging in online learning. Instructors can serve as evaluators regarding whether a student has sufficient skill to continue, and if not the instructor should counsel with the student in private and suggest resources to bring reading or writing skills to the appropriate level. is important for student satisfaction and learning that the instructor ensures “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">students undertake frequent and regular activities over and above reading, watching, or listening <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Simonson, Schlosser, & Hanson, 1999, p. 70 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). =<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Conclusion = <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Despite the issues enumerated the gap between technology and learner is shrinking. Online learning provides a forum whereby gender, geographical, religious, and disability issues can be minimized or overcome. As designers consider and develop courses based on the needs of a wider audience, and as instructors refine their techniques to meet and support these issues, more learners will gravitate to and continue with e-learning.

[DrB1] Good introductory paragraph [DrB2] Notable! [DrB3] Check spacing [DrB4] The Internet is becoming an increasingly vital tool in our information society. Each year, being digitally connected becomes ever more critical to economic and educational advancement and community participation (see // Technology: A Catalyst for Teaching and Learning in the Classroom // by Valez et al.). [DrB5] Thought-provoking! [DrB6] Here is something to think about: Rather than doing everything in one collaborative mode, educators can systematically mix synchronous and asynchronous events, as well as solo and group activities (see // E-Learning by Design //by Horton). [DrB7] A must! [DrB8] Do not use vague words such as “it” thing” “very” (and so on) in scholarly writing (check for this throughout paper) – see Tips for Academic Writing at [] [DrB9] This is a terrific resource for educators. T.H.E. Journal explores c urriculum studies; education management/administration; educational technology systems ( [] ).


 * = References ||
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<span style="background: none repeat scroll 0% 0% #ffff99; border: medium none; display: block; height: 1px; left: -40px; line-height: 150%; overflow: hidden; padding: 0in; position: absolute; top: 675px; width: 1px;"> You are welcome. Yes, this is an interesting assignment. This paper provides a thoughtful discussion of cultural issues in an online environment. Please read my comments. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 675px; width: 1px;">Dr. Greg Bischoff