According to Baxter-Magolda, at the
absolute stage the learner sees knowledge as
held by an external authority. Females at this
stage tend to function as receivers, taking notes
and studying, whereas males engage in interaction
with the instructor. At the transitional stage
females are more likely to engage in interactivity,
relying on the opinions of others to help
construct their own knowledge. Males, on the
other hand, are more likely to use the opinions
of others as material for debate. Finally, at the independent
stage, females have their own interpretations
but value interactivity, whereas
males tend to rely on independent processing.
Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning
In the 21st century, internationalisation and cultural inclusivity have emerged as important principles in guiding organisational change and development in tertiary education, business and other areas. This paper offers a framework for culturally inclusive pedagogy that can be applied to online environments. To teach effectively in cross-cultural online learning environments, a theoretically grounded framework is proposed that links culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment. A goal for the design of culturally inclusive online learning is to ensure that pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds. In addition, assessment tasks need to be aligned with learning outcomes and teaching approaches so that all aspects of pedagogy are supportive of cross-cultural learning needs.
Culture and Distance Learning
Bonk, C.J. & Cunningham, D.J. 1998, 'Searching for learner-centred,
constructivist and socio-cultural components of collaborative educational
learning tools', in Electronic Collaborators, eds C.J. Bonk & K.S. King,
Lawrence Erlbaum, Mawah, NJ, pp. 25-50.
Chen, A., Mashadi, A., Ang, D. & Harkrider, N. 1999, 'Cultural issues in the
design of technology enhanced learning systems', British Journal of
Educational Technology, vol. 30, no. 3, pp. 231-45.
Chisholm, I.M. & Wetzel, K. 1997, 'Lessons learnt from a technology integrated
curriculum for multicultural classrooms', Journal of Technology and Teacher
Education, vol. 54, pp. 293-17.
Collis, B. 1999, 'Designing for differences: Cultural issues in the design of
WWW-based course-support sites', British Journal of Educational
Technology, vol. 30, no. 3, pp. 201-17.
McLoughlin, C. 1999a, 'Culturally responsive technology use: Developing an
online community of learners', British Journal of Educational Technology,
vol. 30, no. 3, pp. 231-44.
McLoughlin, C. 1999a, 'Culturally responsive technology use: Developing an
online community of learners', British Journal of Educational Technology,
vol. 30, no. 3, pp. 231-44.
McLoughlin, C. 1999b, 'Culturally inclusive learning on the Web', in Teaching
in the Disciplines, Learning in Context, eds K. Martin & N. Stanley, The
University of Western Australia, Perth, pp. 272-77.
Joo, J.-E. 1999, 'Cultural issues of the Internet in classrooms', British Journal of
Educational Technology, vol. 30, no. 3, pp. 245-50.
De Voogd, G.L. 1998, 'Computer use and power sharing: Multicultural students'
styles of participation and knowledge', Computers and Education, vol. 31,
no. 3, pp. 351-64.
Damarin, S.K. 1998, 'Technology and multicultural education: The question of
convergence', Theory into Practice, vol. 37, no. 1, pp. 11-19.
Volet, S.E. & Ang, G. 1998, 'Culturally mixed groups in international campuses:
An opportunity for intercultural learning', Higher Education Research and
Development, vol. 17, no. 1, pp. 5-25.
Wild, M. & Henderson, L. 1997, 'Contextualising learning in the World Wide
Web: Accounting for the impact of culture', Education and Information
Technologies, vol. 2, pp. 179-92.
I will investigate gender and cultural concerns in online teaching.
Building Classroom Community at a Distance:
A Case Study
Alfred P. Rovai
http://www.springerlink.com/content/v8112424444g7113/fulltext.pdf
According to Baxter-Magolda, at the
absolute stage the learner sees knowledge as
held by an external authority. Females at this
stage tend to function as receivers, taking notes
and studying, whereas males engage in interaction
with the instructor. At the transitional stage
females are more likely to engage in interactivity,
relying on the opinions of others to help
construct their own knowledge. Males, on the
other hand, are more likely to use the opinions
of others as material for debate. Finally, at the independent
stage, females have their own interpretations
but value interactivity, whereas
males tend to rely on independent processing.
Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning
by Catherine McLoughlin
http://pdfserve.informaworld.com/296025_915545158_739485967.pdf
In the 21st century, internationalisation and cultural inclusivity have emerged as important principles in guiding organisational change and development in tertiary education, business and other areas. This paper offers a framework for culturally inclusive pedagogy that can be applied to online environments. To teach effectively in cross-cultural online learning environments, a theoretically grounded framework is proposed that links culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment. A goal for the design of culturally inclusive online learning is to ensure that pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds. In addition, assessment tasks need to be aligned with learning outcomes and teaching approaches so that all aspects of pedagogy are supportive of cross-cultural learning needs.
Culture and Distance Learning
- Bonk, C.J. & Cunningham, D.J. 1998, 'Searching for learner-centred,
constructivist and socio-cultural components of collaborative educationallearning tools', in Electronic Collaborators, eds C.J. Bonk & K.S. King,
Lawrence Erlbaum, Mawah, NJ, pp. 25-50.
- Chen, A., Mashadi, A., Ang, D. & Harkrider, N. 1999, 'Cultural issues in the
design of technology enhanced learning systems', British Journal ofEducational Technology, vol. 30, no. 3, pp. 231-45.
- Chisholm, I.M. & Wetzel, K. 1997, 'Lessons learnt from a technology integrated
curriculum for multicultural classrooms', Journal of Technology and TeacherEducation, vol. 54, pp. 293-17.
- Collis, B. 1999, 'Designing for differences: Cultural issues in the design of
WWW-based course-support sites', British Journal of EducationalTechnology, vol. 30, no. 3, pp. 201-17.
- McLoughlin, C. 1999a, 'Culturally responsive technology use: Developing an
online community of learners', British Journal of Educational Technology,vol. 30, no. 3, pp. 231-44.
- McLoughlin, C. 1999a, 'Culturally responsive technology use: Developing an
online community of learners', British Journal of Educational Technology,vol. 30, no. 3, pp. 231-44.
- McLoughlin, C. 1999b, 'Culturally inclusive learning on the Web', in Teaching
in the Disciplines, Learning in Context, eds K. Martin & N. Stanley, TheUniversity of Western Australia, Perth, pp. 272-77.
- Joo, J.-E. 1999, 'Cultural issues of the Internet in classrooms', British Journal of
Educational Technology, vol. 30, no. 3, pp. 245-50.- De Voogd, G.L. 1998, 'Computer use and power sharing: Multicultural students'
styles of participation and knowledge', Computers and Education, vol. 31,no. 3, pp. 351-64.
- Damarin, S.K. 1998, 'Technology and multicultural education: The question of
convergence', Theory into Practice, vol. 37, no. 1, pp. 11-19.- Volet, S.E. & Ang, G. 1998, 'Culturally mixed groups in international campuses:
An opportunity for intercultural learning', Higher Education Research andDevelopment, vol. 17, no. 1, pp. 5-25.
- Wild, M. & Henderson, L. 1997, 'Contextualising learning in the World Wide
Web: Accounting for the impact of culture', Education and InformationTechnologies, vol. 2, pp. 179-92.