Cultural Implications on Course Design: Accommodating Cultural Values and Learning Preferences

In my position as a manager in charge of developing cultural training for my company Hyundai Motor Group, I develop learning modules for both online and offline instruction to be rolled out globally across more than 30 different countries. I have discovered first-hand that there are differences in learning preferences based on national culture. For instance, an online module I recently created received a 4.5 rating on a 5.0 Likert scale in India but only a 2.3 rating in Slovakia. Moreover, in delivering classroom-based trainings I have discovered that students from some countries such as the U.S., India and Australia are much more open to group discussion while people from places such as Korea, Russia and Czech are generally silent during group discussion. In order to accommodate the learning styles of students from various cultures, I’ve begun to research how to design training that integrates diverse cultural values and beliefs.

The article I’ve chosen to review for this assignment is Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction (Parrish & Linder-VanBerschot, 2010). The article begins by discussing the globalizing nature of business and education. Parrish and Linder-VanBerschot pointed out, as Ghemawat (2011) has done, that Thomas Friedman’s (2007) description of the world being flat as a result of globalization is exaggerated and that to the contrary cultural diversity is still apparent and strong due to deeply ingrained differences in cultural values and beliefs  (Parrish & Linder-VanBerschot, 2010, p. 2).  A study which demonstrates this was done by Dong and Lee (2008) of American, Chinese and Korean webpage users. The experiment tracked their eye-movements across a webpage and found that Americans viewed the page sequentially, consistent with an analytically-minded culture while the Chinese and Koreans tended to scan the whole page first consistent with a holistic-minded culture.

Parrish and Linder-VanBerschot (2010) pointed out that there is a growing desire to preserve diversity as a valuable asset for learning. This claim is supported by a study conducted by Liu, Liu, Lee and Magjuka (2010) which found that students in a culturally diverse online MBA program felt that despite many challenges originating from differences in national cultures, the differences were seen as contributing to richer learning experiences.

One of the most salient points made by Parrish and Linder-VanBerschot (2010) is that when we teach, we are fundamentally teaching culture. They stated:
    Moreover, when we teach, we are passing along not only what we know, but how we come to know it as well as the basis for accepting it as useful knowledge, and the values these represent. Teaching and learning are not only embedded in culture, they are cultural transmission in action – the means to culture. (p. 5)

In order for us to be more effective educators we must be aware of our own cultural values and beliefs. Parrish and Linder-VanBerschot (2010) provided a framework of cultural differences, the Cultural Dimensions of Learning Framework (CDLF) which helps educators and instructional designers to reflect on both their own cultural values and those of their learners. The framework draws on: Hofstede’s (2010) original four cultural dimensions (1) Power-distance, (2) Individualism, (3) Masculinity, and (4) Uncertainty Avoidance;  Nisbett’s dimensions of (5) holistic versus analytic and (6) logical versus reasonable (Nisbett, 2004); and the dimensions of (7) clock time versus event time; and (8) linear time versus cyclical time. 

The framework provides comparative statements that can be used by educators and designers to help them recognize cultural differences that may manifest in learning. It isn’t expected that all of these dimensions need to be considered and addressed for learning situations. However, Parrish and Linder-VanBerschot (2010) have suggested that those working in highly multicultural situations will be able to use them to prepare for potential differences that may be encountered.

In addition to the CDLF, Parrish and Linder-VanBerschot have developed a survey, the CDLF questionnaire (Parrish & Linder-VanBerschot, n.d.) which is based on their framework and includes 36 sets of statements that gauge the cultural learning preference of learners and educators. Tickner and Hunt (2012) have begun studying the validity of the questionnaire and have initially found that most items show high variability with small sample sizes. They concluded that though the validity of the tool has yet to be verified, it may still be useful as an instrument to stimulate reflection and discussion. 

Though it has not yet been determined to be valid, the CDLF framework and questionnaire offer an opportunity for educators to reflect on and discuss differences in values and beliefs and can be used when planning and designing learning. I’ve provided a link to a survey tool based on the CDLF questionnaire that we can use to gauge the average values and beliefs of the students in our class. I will post the results in our Moodle course.
      

                                                                        References

Dong, Y., Lee, K. P. (2008). A cross-cultural comparative study of users' perceptions of a webpage: With a focus on the cognitive styles of Chinese, Koreans and Americans. International Journal of Design, 2(2), 19-30.

Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.

Ghemawat, P. (2011). World 3.0: Global prosperity and how to achieve it. Boston: Harvard Business Review Press.

Hofstede, G. H., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind: Intercultural cooperation and its importance for survival. New York: McGraw-Hill.

Liu, X., Liu, S., Lee, S.H., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. Journal of Educational Technology & Society, 13(3), 177–188.

Nisbett, R. E. (2004). The geography of thought: How Asians and Westerners think differently-- and why. New York: Free Press.

Parrish, P., & Linder-VanBerschot, J. A. (2010). Cultural dimensions of learning: Addressing the Challenges of Multicultural Instruction. International Review of Research in Open & Distance Learning, 11(2), 1–19.

Parrish, P. & Linder-VanBerschot (n.d.). Survey on culturally based learning preferences. [WORD document]. Retrieved from http://tlcommunityunitec.ning.com/profiles/blogs/deanz-2012-cultural-dimensions-of-learning-in-online-teacher-educ

Parrish, P., & Linder-VanBerschot, J. A. (n.d.) Analysis of survey on culturally based learning preferences. [Embeded document]. Retrieved from Learning Ace site: http://www.learningace.com/doc/4420504/538c3e2ef8a40edf40f13f43f00976a8/analysis-of-survey-on-culturally-based-learning-preferences

Tickner, S & Hunt, A. (2012). Online learning preferences: Revealing assumptions and working
with difference. In M. Brown, M. Hartnett & T. Stewart (Eds.), Future challenges, sustainable futures (pp. 915-919). Wellington, NZ: ascilite.