Yıl 2018,
, 126 - 146, 01.10.2018
Salih Bardakcı
Omer Arslan
Yafes Can
Kaynakça
- 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
Yıl 2018,
, 126 - 146, 01.10.2018
Salih Bardakcı
Omer Arslan
Yafes Can
Öz
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.
Kaynakça
- 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.