02.4+Learning+Styles

//Submitted by Roz Faulkner//

As culture shapes learners values, perceptions and goals and also determines how they respond to learning, it is important to consider the cultural backgrounds of learners when designing and using a learning environment. Within the references of this case study, the involvement of participants from cross cultures further challenges the learning environments with their different learning styles and special needs.

Learning focuses on individuals; culture focuses on groups. Learning highlights the difference between individuals; culture highlights the similarities within a group. On one side, we need to accommodate individual differences, including cultural learning styles. On the other hand, we need to empower individual students and groups by helping them to develop their ability to learn in different ways (Miriani 2007).

One of the primary focuses of this study was offering more flexibility in the delivery of the course content and to compliment the traditional classroom learning with the introduction of a social online community. Such an innovation bestows challenges - the most important of which is how best to foster learning communities that are validating and supportive of culturally diverse students.

Learning in online communities is dependent on and enhanced by participation through asynchronous interaction, written communication and the ability to express ideas and opinions competently in a reflective and knowledgeable manner (Salmon 2002). It is important for students to have meta-linguistic awareness (how to express what, when and for what reason), gradual maturation and self-efficacy (Ingram, Ou and Owen 2007). Learners who require permission and space to speak in group situations often feel inhibited by such environments.

The effect of personality and cultural dimensions, namely, collectivism and uncertainty avoidance, such as those identified by Hofstede (2004) also influence communication levels. Students from cultures that do not encourage confrontation, tend to follow directions, avoid standing out through original thinking, avoid risk and value equality may be more likely to learn in the safer synchronous environments rather than in the asynchronous situations where the barriers are removed between individuals and communication. (Ingram, Ou and Owen, 2007).

Learners from collectivist cultures support group identity over individual identity (Hofstede 2008). In such cultures where criticism of authorities is not encouraged and the cultural traits of conservatism and modesty are highly regarded, open and free flowing conversation such as that occurring in social online communities, is not common. Learners in these cultures are very conscious to 'save face' and the ultimate 'threat' of criticism of the content of a discussion or forum topic could be seen as a potential attack on their personality.

Social or contextual learners like to know the person who is delivering the information and the relationship that is established is as important as the content that is delivered (Chan 2010, Littrell 2002). This understanding is more difficult in the online environment where the 'personal' is frequently removed and the user interface is what is seen. Students will ultimately feel less comfortable communicating with a 'stranger' and volunteering information particularly if they are unsure of its validity. This lack of trust combined with the reluctance to interpret knowledge rather than receive it, may hinder the freedom for these learners to communicate uninhibited. (Zhenhui 2001).

People from non-Western cultures are more likely to have field-dependent cognitive styles due to the learning environment in which they were raised and may not be comfortable with linear thinking. They prefer to have direction in their learning process and are not comfortable with discovering and constructing their own interpretations of knowledge (Hofstede 2008, Ingram, Ming and Owen, 2007). High uncertainty avoidance learners online will need to be particularly alert to those moments when they see that they do not comprehend something and be willing to ask immediately if they are confused (Tylee 2001). The comfort of the traditional classroom with instantaneous responses to questions is reassuring to these students. In online environments, the potential for a lapse in receiving responses as quickly as the learner requires, may deter their involvement.

Culture affects learning styles but it must also be remembered that distinct learning style patterns do not fit a specific cultural group. It is reasonable to assume that different cultures will have preferences for the way that knowledge is acquired and processed (Tylee 2001). Sensitivity to communication methods and learning style differences represented by different cultural groups is very important since culture influences communication, which, in turn, affects social presence, cognitive presence, and sense of community. When these factors are combined, they ultimately influence learner satisfaction, persistence, achievement and participation.


 * References**

Gong, W., Li, Z. G. & Stump, R. L., 2006, 'Global internet use and access: cultural considerations', //Asia Pacific Journal of Marketing and Logistics//, vol. 19, no. 1, pp 57-74.

Hofstede, G. & McCrae, R. R., 2004, 'Personality and Culture Revisited: Linking Traits and Dimensions of Culture', //Cross-Cultural Research//, vol. 38, no. 1, pp 52-88.

Ingram, A. L., Ou, C. & Owen, R. J., 2007, 'Cross-Cultural Issues in Online Education', //Journal of the Research Center for Educational Technology (RCET)//, vol. 3, no. 1.

Mariani, L., 2007, 'Learning styles across cultures', //Perspectives, a Journal of TESOL-Italy//, vol. xxxiv, no. 1.

Salmon, G., 2002, //eTivities: The key to active online learning//, RoutledgeFarmer, Abingdon.

Smith, P. & Dalton, J., 2005, 'Getting to Grips with learning styles', //A National Vocational Education and Training Research and Evaluation Program Report//

Tylee, J., 2001, 'Cultural Issues relating to Access Perceptions and Learning Styles in the Online Environment', viewed on 30 April, 2010, <[]>

Zhenhui, R., 2001, 'Matching Teaching Styles with Learning Styles in East Asian Contexts', //The Internet TESL Journal//, vol. VII, no. 7, viewed on 24 April 2010, <[]>