The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course

Computer-supported collaborative learning (CSCL) has been highlighted as a beneficial learning experience for students in blended and online settings. In highly diverse and international contexts, CSCL also allows students the opportunity to encounter new ideas and values from peers with different backgrounds. However, previous research has highlighted that there are wide variations in student participation levels in CSCL activities and that many students experience social and cultural tensions when working with diverse peers. These issues may damage the quality of online collaboration and limit the potential gains of CSCL. In this study, we explored one evidence-based solution for encouraging CSCL participation: the internationalisation of the online academic content used for collaborative activities. Using a randomised control trial method with 428 undergraduate students in an introductory statistics course, we compared individual and group-level participation in an online collaborative task when students used content from the local context compared to content from international contexts. Our findings suggest that internationalisation of online content can encourage individual-level participation and decrease the disparity of participation within small groups when the content is situated in countries that are personally relevant to students’ own backgrounds. At the same time, participation was influenced by individual demographics and group dynamics

Supporting Intercultural Collaborations In Blended And Online Settings: A Randomised Control Trial Of Internationalised Academic Content

There is a rising trend of international students studying at universities worldwide, with a substantial percentage enrolling each term in blended and online modules. This means that assignments such as online group work create unique spaces for intercultural learning and collaboration in ways unprecedented a mere ten to twenty years ago. Online intercultural group work stands to benefit students’ lives by allowing them to encounter new ideas and values, as well as challenge cultural stereotypes and biases. However, positive intercultural group work experiences do not occur easily or naturally. Indeed, previous work has highlighted that students encounter challenges when working with peers from different countries, including a lack of social relationships, cultural differences in behaviours and participation variations. These challenges limit the potential benefits of online intercultural collaboration. One gap in the current literature which this research has addressed is a bridge between student reflections and measurable behaviours in online intercultural group work in order to understand how complex variables interact and impact experiences. A second important gap is related to which evidence-based interventions can support positive collaborations. These issues were addressed by this research using a dynamic mixed methods approach across four empirical studies. In the first half of the thesis, a holistic picture was sought of the interweaving variables and sociocultural challenges impacting online intercultural group work. A quantitative laboratory study incorporating learning analytics and social network analysis highlighted that social network diversity and cultural traits strongly impacted participation. This was next evaluated through in-depth interviews using a unique mediating artefact method. These findings provided a nuanced understanding of the importance of social relationship building in intercultural group work, with low-performing students particularly in need of additional support. The second half of the thesis evaluated one potential support system for encouraging positive online group work experiences: the internationalisation of academic content by incorporating international elements into assignment tasks. Previous research and theoretical work have suggested that internationalisation can improve participation and encourage engagement. However, there are relatively few studies that have empirically tested this suggestion, particularly against a baseline of ‘local’ content to measure the added value of internationalisation. This thesis tested this notion through a rigorous randomised control trial study comparing student behaviours using local versus internationalised academic content. The findings indicated that internationalising the group work content led to small improvements in online participation. A follow-up mixed methods questionnaire outlined that students valued their diverse group members’ contributions higher when working with internationalised content, but that internationalisation added additional complexities to their experiences and group dynamics. The findings also suggested that internationalisation is not ‘one size fits all’ and that international topics must be personally relevant to students’ backgrounds and experiences to elicit benefits. Altogether, this research has unpacked student experiences when engaging with peers from different countries and when working with diverse academic content in blended and online settings. In doing so, a holistic picture of the complexities of internationalisation is provided, along with suggestions for improving and encouraging online intercultural collaboration

E-Learning through a magnifying glass : exploring experiences of students and teachers in higher education

The literature reveals a gap between expectations and outcomes of e-learning and the need to develop a technologically and pedagogically effective e-learning environment. The literature suggested that making the shift from a Behaviorist to Constructivist approach could narrow this gap. Therefore, the aim of the study was to investigate and determine if the shift from teacher-led (behaviourist) approach to learner-centred approach (constructivist) could help in reducing the gap between expectations and outcomes of e-learning. The focus of the research was on the roles of information and computer technology in improving the quality of teaching and learning, and on looking to future possibilities and challenges to facilitate the development of pedagogically effective e-learning environment. In order to achieve the aim, the primary objective was to examine and evaluate learners' and teachers' experiences of e-learning and how e-learning has impacted on their expectations and what needs to be improved if they are to meet these new expectations. The study identified motivators and barriers to e-learning for teachers and learners and recommended measures that might be taken to remove or lessen the impact of such identified barriers. The study found that the online environment clearly has the capability to propagate the constructivist approach by encouraging learner controlled, critically reflected and deeper learning but also found that many students still preferred the behaviourist approach to learning (direct instructions) and that the preferences for the level of learner-control may also vary from culture to culture (Western culture may emphasise learners' control over their environment while eastern cultures may emphasise teachers' control). Therefore, constructivism may not be suitable to all subjects and all students. The study concluded that placing a greater value on teachers as the knowledge expert and on objectivism of knowledge (Behaviourism) or placing a greater value on learners as independent and constructive learners (Constructivism) creates a bias in either direction and results in unsatisfied learners and teachers. It was established that it is important to tip the balance equally between teachers and learners rather than making it completely student-centred or completely teacher-led approach. The researcher coins it as `teacher-learner balanced' approach

Facilitating transfer for adult learners through cross-cultural e-learning

Benefiting from globalization and technology advancement, e-leaming is increasingly being used by work organizations for improving the skills of knowledge workers. However, most workplace e-leaming is too theoretical to impact on-the-job and ultimately fails to serve the organizations\u27 quest for success. The purpose of this literature review is to investigate the variables that affect transfer of learning, and to provide feasible strategies to enhance transfer of learning for international adult learners in cross-cultural online learning environments. By conducting a critical review of purposefully selected peer reviewed journal articles, this review highlights the relationship between cultural differences and learning style preferences of adult learners in e-leaming environments. The analysis of the literature review in this paper is presented as answers to questions which instructional designers, instructors and corporation managers might find relevant when working with cross-cultural learners in e-learning environments. The review suggests three steps to design cross-cultural online learning environments that enhance transfer: considering learners\u27 characteristics in training design; creating supportive learner environments for transfer; and incorporating strategies that elicit transfer. These findings can influence the practice of instructional designers in designing online learning strategies for cross-cultural adults

Local anchoring at early childhood education centre in Nepal. How is preschool teacher training relevant for diakonia?

In this project, I have chosen to do research on the transition from foreign to local Nepali management at ECEC (Early Childhood Education Centre) in Nepal who is offering Preschool Teacher Education (and recently Primary School Teacher Education). The research question is: How was the education at the ECEC (Early Childhood Education Center) in Nepal locally anchored and what factors contributed to making the transition to Nepalese leadership sustainable? Interviews have been conducted with a selection of former foreign management, locally employed Nepalese and partner organizations from Norway and intercultural theory has been used. Summarized the findings are: First, The Given cultural perspective has a limited value and impact. Second: The Cultural Creation perspective is a much better tool. Third: The “emic” perspective gives depth to the understanding of mentalities and cultures, Fourth: An understanding of diakonia as “Gospel in interaction» is supported. Fifth: ECEC’s teacher education can best be understood as a hybrid with the best of Western education contextualized to a Nepali context. Finally: The Christian value-based perspective adds an extra dimension of insight into the interaction taking place at ECEC

Transfer of training and development practice from western countries MNCs to their subsidiaries in developing countries : the case of french and US MNCs in ivory cost

Cette thèse s'intéresse aux déterminants institutionnels et culturels du transfert de la pratique de formation et du développement des compétences des multinationales françaises et américaines vers leurs filiales en Côte d'Ivoire, un pays Africain en développement. La question fondamentale de recherche est : quels sont les facteurs institutionnels et culturels qui influencent le transfert de la pratique de formation et du développement des compétences des multinationales françaises et américaines vers leurs filiales en Côte d'Ivoire ? Afin de répondre à cette question, cette thèse est subdivisée en trois (03) articles. Le premier article met en évidence les initiatives visant à développer les compétences en Afrique subSaharienne, identifie les challenges qui leurs sont liées et propose des solutions idoines à leur amélioration. Le deuxième article examine les facteurs institutionnels du pays hôte qui influencent le transfert de la pratique de formation et de développement des compétences des multinationales françaises et américaines vers leurs filiales en Côte d'Ivoire. Le troisième article, quant à lui, examine l'influence de la distance culturelle entre les pays d'origine et hôte sur ce transfert.This thesis examines institutional and cultural determinants of training and development practice transfer to French and US MNCs' subsidiaries in Ivory Coast, a developing country of Africa. The fundamental research question is: 1) what institutional and cultural factors influence training and development practice transfer to French and US MNCs' subsidiaries in Ivory Coast? This thesis is divided into three (03) articles to answer this question. The first article highlights human capital development initiatives in Sub-Saharan Africa, identifies challenges related to them, and offers solutions for their improvement. The second article investigates the host country's institutional factors that influence training and development practice transfer to French and US MNCs' subsidiaries in Ivory Coast. The third article examines the influence of the cultural distance between home and host countries on such transfer

Culture in the online class

This study investigates the construction of culture in a remote-accessed virtual class with learners who have been recruited globally. Having reviewed the literature of the field it concludes that using a framework of ideas which equates culture with nationality is problematic, as it tends to emphasise dissonance and difference in classes which are nonetheless functional. Instead the study proposes that culture should be regarded as a process of ongoing negotiation between the different elements involved in the learning context. In the online class this involves not only students, tutors and course materials but also the technology being used. In negotiation, human elements draw on understandings they have previously developed through prior experience of other cultural contexts (including nationality), whilst the understandings of designers and developers are reflected in the structure and functionality of the technology and the course materials provided for the class.Using a methodological framework based on grounded theory a picture of the practice of negotiation of culture in an online class is developed. Posting messages to class discussion forums is found to be the primary means of negotiation of culture. Examples of discussions, and learners' subsequent reflections on them in interviews, demonstrate how issues are presented, and how and what authorities are drawn on to validate or dispute the positions presented. Core themes of technology, time, authority and control are identified as arising across different instances of negotiation. These are seen to introduce contradictions and uncertainties into the negotiation process, and thus potentially impede its effectiveness.Overall, the study argues that the construction of culture in the online class is neither the product of essential attributes of the learners, nor a fixed linear process but, rather, an iterative process of multiple incidents of negotiation. Lessons learned over time provide material for future negotiation but cannot in themselves act as predictive tools. Some suggestions are made for the direction of future research aimed at giving participants more control over this process. Finally, suggestions are offered as to how this view of culture as negotiation can assist the facilitation of interaction and learning in the online clas

Evaluating Individualism as a Predictor of Workplace E-Learning Training Transfer

Organizations have long invested in employee training as a means for development. Returns on these investments are limited, however, when, as commonly observed by practioners and researchers, knowledge or skills acquired from training fails to be implemented. This is referred to as the training transfer phenomenon. Workplace training has historically been designed by and for individuals accustomed to Western learning culture, yet increased globalization has reshaped the workforce of the 21st century. Further, there has been a recent shift in workplace training methods from instructor-led/classroom training to online/e-learning. The purpose of this study is to evaluate individualism (a dimension of culture) as a predictor of workplace e-learning training transfer. This quantitative, nonexperimental study, which utilized online surveys and assessments to collect data, was conducted at a single, U.S.-based site of a global medical device manufacturing company. Descriptive statistics and linear regression were used to analyze the data. Results indicated notable group differences for individualism and learning variables, however, the sample did not present sufficient evidence to conclude, at a level of statistical significance, that individualism was predictive of training transfer. Findings are interpreted based on existing literature and the study’s theoretical framework. Social network analysis and Universal Design for Learning (UDL) are among the topics included in the discussion of implications for practice and recommendations for future research

Problems of communication, collaboration and cooperation in multicultural groups engaged in e-learning through synchronous text-based communication.

Research Aim: This PhD thesis is focused on investigating whether culture can pose conflicts to the communication, collaboration and/or cooperation of multicultural groups comprised by students coming from South East Europe (SEE) and studying in Greece, by using synchronous text-based chat. Thus, this PhD attempts to answer the following research question: "Are there problems of communication, collaboration and cooperation in multicultural groups engaged in eLearning activities by using synchronous text-based communication?" Methodology: In order to investigate the existence of cultural conflicts, the research design for the study adopted logical positivism as an epistemology through the use of quasi-experiments. More specifically the research is based on two components: questionnaires to re-evaluate Hofstede's Cultural Dimensions Theory and provide an initial expectation of the interaction behavior between the students from the cultures participating; and quasi-experiments to explore multicultural communication conflicts in the context of a meaningful learning activity. The students, who participated on this research, were undergraduate students from Computer Science and Business Administration and Economics departments of CITY Liberal Studies. The students who volunteered to participate were fourteen Greeks, fourteen FYROMs (Former Yugoslav Republic of Macedonia), four Serbians, four Albanians, and four Bulgarians were selected. Students were allocated to four monocultural (control) or to four multicultural groups (experimental). In particular, the students were split into four control groups (two groups with five (5) students each from FYROM and two groups with five (5) students each from Greece) and four (4) multicultural groups (having one student from each nationality). At the first stage, Hofstede's questionnaires were used in order to provide a better understanding of the cultural backgrounds of each participant. The dramatic changes that SEE region faced during the recent years have made the replication of Hofstede's questionnaires and the re-calculation of new values for each dimension a necessity. At the second stage, quasi-experiments were performed in order to explore areas of multicultural communication conflicts. After the identification of the conflicting multicultural communication areas, through the analysis of logs of communication during a purposely-designed activity, one-to-one interviews were employed in order to clarify and further explain the identified communication conflicts that resulted from the log analysis and their relation to culture. Research Findings: The outcome of the analysis process showed that although group communication was interrupted due to cultural misperception, misinterpretation and misunderstanding it never broke down and the groups were all able to fulfil the goals of the activity more or less. A summary of the behaviours identified in this PhD thesis (see section 7.3.3) is described in the next two paragraphs. Control groups, for instance, groups consisted from students from the same culture, tend to face less communication problems and develop mechanisms in order to trigger the involvement of silent members and control the structure of the conversation. Moreover, control groups showed the tendency to develop the "joyful mood" behaviour that led the discussion to become informal, causing the disturbance of the group and the failure of reaching the goal on the given time. Multicultural groups made the discussion more open in order to include all the different opinions presented in the discussion formulating a general answer. This behaviour of "generalizing the answer" exhibited in the multicultural groups led to the development of communication conflicts by students that were not satisfied by the generalized answers triggering behaviours like "vitiation of different opinion" having as a result the disturbance of the group communication for some turns or behaviours like "abrupt end" having as a result an immediate and coercive agreement of the group members. Conclusions: By examining the interaction of students in a synchronous eLearning activity, this PhD concludes that culture influences communication, collaboration and/or cooperation, even if the cultures of the participants are close. The initial expectations of the potentially conflicting areas provided from the questionnaire analysis were confirmed in the group interaction of the participants. Although, communication of the participants in the activity never broke down, multicultural conflicting areas were identified, in which the participants demonstrated a delay in providing an answer. These identified rnulticultural conflicting areas can provide the basis for an analytic tool for assessing and analysing cross-cultural communication conflicts. The communication experience, and the collaboration/cooperation of the users of eLearning environments can be enhanced, by tackling the identified conflicting areas. Research Limitations: The research was limited in terms of resources and time, which are the typical characteristics of a PhD study. Limitations in time did not allow the researcher to test potential solutions on re-runs of the experiments and replicate the experiment on different institutions and/or different cultures, allowing the results to be used outside this country's context. Moreover, the small numbers of the participants used in this research can add further to the problem of generalizing outside the study's context. Finally, the results could potentially be different if students were participating in actual eLearning courses from different places such as their home. Originality and contribution to current research: This PhD study is one of the few that examines cultural communication problems between students coming from close cultures with common history and background. On this premise, the findings that although cannot be generalised can contribute to current research by adding the consideration of students' cultural backgrounds into the communication elements offered in e-Learning environments. This PhD provided a first attempt into highlighting the importance of this consideration even from close/similar cultures. Moreover, the identified multicultural communication conflicts can be used to identify, prevent and manage miscommunication in multicultural group discussion. Finally, educational vendors in their existing e-Learning environments can use the identified conflicting areas in order to minimise the occurrence of cross-cultural conflicts