Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity

• Published in: The Internet and higher education 2009, Vol.12 (1), p.26-34
• Main Authors: Tapanes, Marie A., Smith, Glenn G., White, James A.
• Format: Article
• Language: English
• Subjects: Ambiguity; Computer Assisted Instruction; Cultural Background; Cultural competence; Cultural Context; Cultural differences; Cultural Pluralism; Culturally Relevant Education; Distance learning; E-learning; Educational Technology; Electronic Learning; Higher education; Individualism; Individualism-Collectivism; Internet; Learning; Multicultural education; Online Courses; Online instruction; Personality Traits; Student Attitudes; Student Diversity; Surveys; Teacher Attitudes; Tolerance; Values; Web Based Instruction
• ISSN: 1096-7516; 1873-5525
• DOI: 10.1016/j.iheduc.2008.12.001

Online learning courses are hypothesized to be influenced by the instructors' and students' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede's individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom.