Research Article
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Year 2018, Volume: 19 Issue: 4, 126 - 146, 01.10.2018
https://doi.org/10.17718/tojde.471909

Abstract

References

  • Baran, B. (2010). Facebook as a formal instructional environment. British Journal of Educational Technology. 41(6), E146-E149. Bing, W., & Ping, T. A. (2008). A comparative analysis of learners’ interaction in the online learning management systems: Does national culture matter? Asian Association of Open Universities Journal, 3(1), 1-16. Bloor, M., & Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. London: Sage Publications. Boeri, N. (2016). Technology and society as embedded: an alternative framework for information and communication technology and development. Media, Culture & Society, 38(1), 107-118. Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. International Review of Research in Open and Distributed Learning, 16(1), 330-363. Chen, R. T., & Bennett, S. (2012). When Chinese learners meet constructivist pedagogy online. Higher Ed 143 Comer, D. R., & Lenaghan, J. A. (2012). Enhancing discussions in the asynchronous online classroom: the lack of face-to-face interaction does not lessen the lesson. Journal of Management Education, 37(2), 261-294. Commander, N., Zhao, Y., Gallagher, P., & You, Y. (2016). Cross-national online discussions: International learning experiences with American and Chinese students in higher education. Innovations in Education and Teaching International, 53(4), 365-374. Cronje, J. C. (2011). Using Hofstede’s cultural dimensions to interpret cross-cultural blended teaching and learning. Computers & Education, 56(3), 596-603. Çetin, S., Ellidokuzoglu, H., & Dogan, S. (2014). Teacher-student relationships across teaching careers of Turkish EFL teachers. Educational Research and Reviews, 9(20), 1037-1045. Dennehy, E. (2015). Learning approaches and cultural influences: A comparative study of Confucian and Western-heritage students. Journal of Further and Higher Education, 39(6), 818-838. Dreamson, N., Thomas, G., Hong, A. L., & Kim, S. (2017). Policies on and practices of cultural inclusivity in learning management systems: perspectives of Indigenous holistic pedagogies. Higher Education Research & Development, 36(5), 947-961. Erdem, R. (2006). Evaluating of communication preferences with differences of highcontext and low-context: Developing a Turkish scale. Firat Saglık Hizmetleri Dergisi, 1(2), 17-25. Erdem, R., & Günlü, E. (2008). An analysis of communication tendencies according to the high and low context distinction: A case of hospital employees. Hacettepe Journal of Health Administration, 9(2), 177-195. Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6 th edition). New York: The McGraw-Hill. Sixth Edition. Frisby, B. N., Slone, A. R., & Bengu, E. (2016). Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish classrooms: A replication and cultural comparison. Communication Education, 66(2), 183-195. Germain-Rutherford, A. G., & Kerr, B. (2008). An inclusive approach to online learning environments: Models and resources. Turkish Online Journal of Distance Education, 9(2), 64–85. Goodfellow, R. & Lamy, M.-N. (2009). Conclusion: Directions for Research in Online Learning Cultures. In Goodfellow, Robin and Lamy, Marie-Noelle eds. Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books, pp. 170–183. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112. Gunawardena, C. N. (2013). Culture and online distance learning. In M. G. Moore (Ed.), Handbook of Distance Education (pp. 185-200). New York, NY: Routledge. Hamdan, A. K. (2014). The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia. The International Review of Research in Open and Distributed Learning, 15(1), 309-336. Hofstede, G. (1983). National cultures in four dimensions: A research based theory of cultural differences among nations. International Studies of Management & Organization, 13(1-2), 46-74. Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of intercultural relations, 10(3), 301-320. 144 Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind: Intercultural cooperation and its importance for survival. McGraw Hill. Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1), 1-26. Jayatilleke, B. G., & Gunawardena, C. (2016). Cultural perceptions of online learning: Transnational faculty perspectives. Asian Association of Open Universities Journal, 11(1), 50-63. Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning styles? International Journal of Intercultural Relations, 33(1), 69-85. Kang, H., & Chang, B. (2016). Examining culture’s impact on the learning behaviors of international students from Confucius culture studying in Western online learning context. Journal of International Students, 6(3), 779-797. Lecluijze, S. E., de Haan, M., & Ünlüsoy, A. (2015). What online networks offer: Online network compositions and online learning experiences of three ethnic groups. International Journal of Higher Education, 4(3), 68-81. Liu, X., Liu, S., Lee, S., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. Educational Technology & Society, 13(3), 177- 188. Mansson, D. H., & Lee H. B. (2014). American and South Korean engineering students’ communication motives and their student-instructor communication satisfaction. Journal of Intercultural Communication Research, 43(1), 30-44. Mazzolini, M. & Maddison, S. (2003). Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237-253. McDermott, G. (2017). Towards a culturally responsive pedagogy in online teaching: An Irish perspective. All Ireland Journal of Teaching and Learning in Higher Education, 9(3), 3111-31119. Minkov, M., & Hofstede, G. (2012). Is national culture a meaningful concept? Cultural values delineate homogeneous national clusters of in-country regions. CrossCultural Research, 46(2), 133-159. Nandi, D., Hamilton, M., Chang, S., Balbo, S. (2012). Evaluating quality in online asynchronous interactions between students and discussion facilitators. Australasian Journal of Educational Technology, 28(4), 684-702. Reinecke, K., & Bernstein, A. (2013). Knowing what a user likes: A design science approach to interfaces that automatically adapt to culture. MIS Quarterly, 37(2), 427-453. Roberts, L. D., & Kanagasabai-Rajah, C. J. (2013). “I’d be so much more comfortable posting anonymously”: Identified versus anonymous participation in student discussion boards. Australasian Journal of Educational Technology, 29(5), 612- 624. Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. American Journal of Distance Education, 17(2), 77-98. Sadykova, G. (2014). Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case study of international students in the US. The International Review of Research in Open and Distributed Learning, 15(3), 24-49. Salmon, G. (2002). E-tivities: The key to active online learning. London: Kogan Page. 145 Sanchez, I., & Gunawardena, C. N. (1998). Understanding and supporting the culturally diverse distance learner. In C.C. Gibson, (Ed.), Distance learners in higher education (pp. 47-64). Madison, WI: Atwood Publishing. Selwyn, N. (2016). Is technology good for education? Polity Press, UK. Stepanyan, K., Mather, R., & Dalrymple, R. (2014). Culture, role and group work: A social network analysis perspective on an online collaborative course. British Journal of Educational Technology, 45(4), 676-693. Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences 15(3), 398–405. Vatrapu, R., & Suthers, D. (2007). Culture and computers: a review of the concept of culture and implications for intercultural collaborative online learning. In Intercultural Collaboration (pp. 260-275). Springer Berlin Heidelberg. Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328-376. Westbrook, T. P. (2014). Global contexts for learning: Exploring the relationship between low-context online learning and high-context learners. Christian Higher Education, 13(4), 281-294. Wong, Y. Y., Zeng, J., Ho, C. K. (2016). Trends in open and distance learning research: 2005 vs 2015. Asian Association of Open Universities Journal, 11(2), 216-227. Yang, R. (2003). Globalisation and higher education development: A critical analysis. International Review of Education, 49(3-4), 269-291. Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55(3), 310-314. Zhang, Y. (2013). Power distance in online learning: Experience of Chinese learners in U.S. higher education. The International Review of Research in Open and Distributed Learning, 14(4), 238-254. Zhang, Z., & Kenny, R. F. (2010). Learning in an online distance education course: Experiences of three international students. International Review of Research in Open and Distance Learning, 11(1), 17-36.

Online Learning and High School Students: A Cultural Perspective

Year 2018, Volume: 19 Issue: 4, 126 - 146, 01.10.2018
https://doi.org/10.17718/tojde.471909

Abstract

The purpose of this study is to investigate the insights of high school students regarding their online learning experiences in the margin of cultural considerations. The study was designed in a qualitative pattern. The data were collected through a questionnaire including eight open ended questions along with demographics. A total of 30 high school students enrolled in an online learning environment participated in this study. The findings revealed that the majority of the students benefited from online discussion activities, as well as posed numerous suggestions. They found it safe to express their opinions due to the feeling of peer and teacher presence. Students reported that one of the primary boundaries was the lack of self-confidence to share and the visibility of their postings by the others. When compared to in-classroom discussion activities, online discussions were found to be more flexible for sharing ideas freely without any pressure. Implications were discussed for further research.

References

  • Baran, B. (2010). Facebook as a formal instructional environment. British Journal of Educational Technology. 41(6), E146-E149. Bing, W., & Ping, T. A. (2008). A comparative analysis of learners’ interaction in the online learning management systems: Does national culture matter? Asian Association of Open Universities Journal, 3(1), 1-16. Bloor, M., & Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. London: Sage Publications. Boeri, N. (2016). Technology and society as embedded: an alternative framework for information and communication technology and development. Media, Culture & Society, 38(1), 107-118. Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. International Review of Research in Open and Distributed Learning, 16(1), 330-363. Chen, R. T., & Bennett, S. (2012). When Chinese learners meet constructivist pedagogy online. Higher Ed 143 Comer, D. R., & Lenaghan, J. A. (2012). Enhancing discussions in the asynchronous online classroom: the lack of face-to-face interaction does not lessen the lesson. Journal of Management Education, 37(2), 261-294. Commander, N., Zhao, Y., Gallagher, P., & You, Y. (2016). Cross-national online discussions: International learning experiences with American and Chinese students in higher education. Innovations in Education and Teaching International, 53(4), 365-374. Cronje, J. C. (2011). Using Hofstede’s cultural dimensions to interpret cross-cultural blended teaching and learning. Computers & Education, 56(3), 596-603. Çetin, S., Ellidokuzoglu, H., & Dogan, S. (2014). Teacher-student relationships across teaching careers of Turkish EFL teachers. Educational Research and Reviews, 9(20), 1037-1045. Dennehy, E. (2015). Learning approaches and cultural influences: A comparative study of Confucian and Western-heritage students. Journal of Further and Higher Education, 39(6), 818-838. Dreamson, N., Thomas, G., Hong, A. L., & Kim, S. (2017). Policies on and practices of cultural inclusivity in learning management systems: perspectives of Indigenous holistic pedagogies. Higher Education Research & Development, 36(5), 947-961. Erdem, R. (2006). Evaluating of communication preferences with differences of highcontext and low-context: Developing a Turkish scale. Firat Saglık Hizmetleri Dergisi, 1(2), 17-25. Erdem, R., & Günlü, E. (2008). An analysis of communication tendencies according to the high and low context distinction: A case of hospital employees. Hacettepe Journal of Health Administration, 9(2), 177-195. Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6 th edition). New York: The McGraw-Hill. Sixth Edition. Frisby, B. N., Slone, A. R., & Bengu, E. (2016). Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish classrooms: A replication and cultural comparison. Communication Education, 66(2), 183-195. Germain-Rutherford, A. G., & Kerr, B. (2008). An inclusive approach to online learning environments: Models and resources. Turkish Online Journal of Distance Education, 9(2), 64–85. Goodfellow, R. & Lamy, M.-N. (2009). Conclusion: Directions for Research in Online Learning Cultures. In Goodfellow, Robin and Lamy, Marie-Noelle eds. Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books, pp. 170–183. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112. Gunawardena, C. N. (2013). Culture and online distance learning. In M. G. Moore (Ed.), Handbook of Distance Education (pp. 185-200). New York, NY: Routledge. Hamdan, A. K. (2014). The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia. The International Review of Research in Open and Distributed Learning, 15(1), 309-336. Hofstede, G. (1983). National cultures in four dimensions: A research based theory of cultural differences among nations. International Studies of Management & Organization, 13(1-2), 46-74. Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of intercultural relations, 10(3), 301-320. 144 Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind: Intercultural cooperation and its importance for survival. McGraw Hill. Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1), 1-26. Jayatilleke, B. G., & Gunawardena, C. (2016). Cultural perceptions of online learning: Transnational faculty perspectives. Asian Association of Open Universities Journal, 11(1), 50-63. Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning styles? International Journal of Intercultural Relations, 33(1), 69-85. Kang, H., & Chang, B. (2016). Examining culture’s impact on the learning behaviors of international students from Confucius culture studying in Western online learning context. Journal of International Students, 6(3), 779-797. Lecluijze, S. E., de Haan, M., & Ünlüsoy, A. (2015). What online networks offer: Online network compositions and online learning experiences of three ethnic groups. International Journal of Higher Education, 4(3), 68-81. Liu, X., Liu, S., Lee, S., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. Educational Technology & Society, 13(3), 177- 188. Mansson, D. H., & Lee H. B. (2014). American and South Korean engineering students’ communication motives and their student-instructor communication satisfaction. Journal of Intercultural Communication Research, 43(1), 30-44. Mazzolini, M. & Maddison, S. (2003). Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237-253. McDermott, G. (2017). Towards a culturally responsive pedagogy in online teaching: An Irish perspective. All Ireland Journal of Teaching and Learning in Higher Education, 9(3), 3111-31119. Minkov, M., & Hofstede, G. (2012). Is national culture a meaningful concept? Cultural values delineate homogeneous national clusters of in-country regions. CrossCultural Research, 46(2), 133-159. Nandi, D., Hamilton, M., Chang, S., Balbo, S. (2012). Evaluating quality in online asynchronous interactions between students and discussion facilitators. Australasian Journal of Educational Technology, 28(4), 684-702. Reinecke, K., & Bernstein, A. (2013). Knowing what a user likes: A design science approach to interfaces that automatically adapt to culture. MIS Quarterly, 37(2), 427-453. Roberts, L. D., & Kanagasabai-Rajah, C. J. (2013). “I’d be so much more comfortable posting anonymously”: Identified versus anonymous participation in student discussion boards. Australasian Journal of Educational Technology, 29(5), 612- 624. Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. American Journal of Distance Education, 17(2), 77-98. Sadykova, G. (2014). Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case study of international students in the US. The International Review of Research in Open and Distributed Learning, 15(3), 24-49. Salmon, G. (2002). E-tivities: The key to active online learning. London: Kogan Page. 145 Sanchez, I., & Gunawardena, C. N. (1998). Understanding and supporting the culturally diverse distance learner. In C.C. Gibson, (Ed.), Distance learners in higher education (pp. 47-64). Madison, WI: Atwood Publishing. Selwyn, N. (2016). Is technology good for education? Polity Press, UK. Stepanyan, K., Mather, R., & Dalrymple, R. (2014). Culture, role and group work: A social network analysis perspective on an online collaborative course. British Journal of Educational Technology, 45(4), 676-693. Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences 15(3), 398–405. Vatrapu, R., & Suthers, D. (2007). Culture and computers: a review of the concept of culture and implications for intercultural collaborative online learning. In Intercultural Collaboration (pp. 260-275). Springer Berlin Heidelberg. Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328-376. Westbrook, T. P. (2014). Global contexts for learning: Exploring the relationship between low-context online learning and high-context learners. Christian Higher Education, 13(4), 281-294. Wong, Y. Y., Zeng, J., Ho, C. K. (2016). Trends in open and distance learning research: 2005 vs 2015. Asian Association of Open Universities Journal, 11(2), 216-227. Yang, R. (2003). Globalisation and higher education development: A critical analysis. International Review of Education, 49(3-4), 269-291. Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55(3), 310-314. Zhang, Y. (2013). Power distance in online learning: Experience of Chinese learners in U.S. higher education. The International Review of Research in Open and Distributed Learning, 14(4), 238-254. Zhang, Z., & Kenny, R. F. (2010). Learning in an online distance education course: Experiences of three international students. International Review of Research in Open and Distance Learning, 11(1), 17-36.
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Details

Primary Language English
Journal Section Articles
Authors

Salih Bardakcı This is me

Omer Arslan This is me

Yafes Can This is me

Publication Date October 1, 2018
Submission Date May 15, 2018
Published in Issue Year 2018 Volume: 19 Issue: 4

Cite

APA Bardakcı, S., Arslan, O., & Can, Y. (2018). Online Learning and High School Students: A Cultural Perspective. Turkish Online Journal of Distance Education, 19(4), 126-146. https://doi.org/10.17718/tojde.471909