Globalization
and Cultural Aspects of Distance Education
International Perspectives on Distance Education Readings
I
Globalization, culture and distance education (DE) are independent,
yet closely intertwined, concepts. While acknowledging that
the Unites States is taking a leading role in the development
of DE, the first chapters in the International Perspectives
section of the Handbook of Distance Education take DE beyond
our borders to explore the challenges and opportunities of
global learning.
In the chapter on Global Education, Mason (2003) notes that
the nature of DE has tended to be not just a different educational
approach, but actually follows more of a business model. The
result, according to Mason, has resulted in a move away from
education for its own sake to the commercialization and commoditization
of learning. On the positive side, this has emphasized a learner-centered
approach (with the distance learner being perhaps a more discriminating
consumer than the traditional student). However, the author
points out that the self-directed nature of DE may not be
well suited for students who are not sufficiently prepared
or motivated.
At
the same time the author sees certain threats to traditional
educational values and local institutions. When students can
choose between their local options and seemingly prestigious
Western schools or between potentially dull required courses
and appealing multimedia offerings, they may choose the option
with the most attractive short-term benefits and forsake what
may be best for the long run. Or they may move away from their
local schools and cultural values. While this may prepare
them for some types of work in a global economy, it may actually
hinder them locally or ultimately cause dramatic shifts in
aspects of their native culture. Like the spread of McDonald’s
and Starbucks, this can lead to a homogenization of society
that may have unforeseen consequences.
Cultural differences present other issues that can impact
instructional design and dialog, according to Gunawardena,
et al. (2003). Some inherent characteristics of contemporary
DE implementation favor learner focus, individual activities,
literal instruction, and low context content. These traits
are well suited towards the American culture for which they
were designed; yet they do not always translate well to Asian
cultures or even more collectively oriented European or Latin
cultures. The authors note that technology can be a cultural
amplifier but that it is important not to generalize about
each culture. Ideal DE designs will incorporate a variety
of activities and modes that can flexibly address the needs
of various cultures as well as individuals with different
learning styles.
The
authors describe a constructivist “Amoeba” model
that has a distinct structure, but an organic ability to adapt
to its surroundings. They also cite Vygotsky (1978) to remind
us that knowledge is socially constructed and recommend that
designers work with people from various cultures of their
anticipated audience to optimize design. Of course this is
not always practical or cost effective, but by keeping this
in mind during the design phase, instructional designers can
strive, when practical, to offer new options and perspectives
to all learners, rather than forcing the "American Way" on
to the rest of the world.
References
Gunawardena,
C. N., Wilson, P. L., & Nolla, A. C. (2003).
Culture and Online Education. In M. G. Moore & W. G. Anderson
(Eds.), Handbook of Distance Education (pp. 753-775). Mahwah,
NJ: Lawrence Erlbaum Associates, Inc.
Mason,
R. (2003). Global Education: Out of the Ivory Tower. In
M. G. Moore & W. G. Anderson (Eds.), Handbook of Distance
Education (pp. 743-752). Mahwah, NJ: Lawrence Erlbaum Associates,
Inc.
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