Journal of Interactive Learning Research Volume 18, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Technological developments in Information and Communication Technology (ICT) supporting distance teaching-learning strategies, (e.g., one and two-way video tele-conferencing, web conferencing, etc.) have made it possible to reach out far and wide without distortion of signal and consequent loss of message. There are, however, further challenges posed by the socio-cultural scenarios in different countries, which manifest in terms of different learning styles, interactivity, mutual respect, authority consciousness, hesitation, fear and gender sensitivity, which can be clubbed into multicultural context. Factors behind multicultural differences include local cultures, tradition, religion, beliefs, socioeconomic levels, modernity and psychological and background barriers. This article draws upon case studies of courses conducted by the authors; one-way video teleteaching within a country with no trans-cultural factors and two other courses, one each via two-way-video conferencing and web conferencing between Africa and a European country.
Designing for effective learning across national borders, requires prior knowledge of all of the above factors to select appropriate teaching-learning activities. It is recommended to employ a design methodology, such as preparing a problem statement and a design brief, employing appropriate teaching methodology and audiovisual resources in relation to the multicultural environment. Lessons are drawn in order to ensure teaching-learning effectiveness across borders.
Kumar, K.L. & Bhattacharya, M. (2007). Designing for Learning Effectiveness Across Borders in a Multicultural Context. Journal of Interactive Learning Research, 18(1), 111-121. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)