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首页> 外文会议>International Technology, Education and Development Conference >(317) PROFESSORS' DESIGN DECISIONS IN MULTI-CULTURAL ONLINE COLLABORATIVE LEARNING HIGHER EDUCATION EXPERIENCES: DRIVING FACTORS
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(317) PROFESSORS' DESIGN DECISIONS IN MULTI-CULTURAL ONLINE COLLABORATIVE LEARNING HIGHER EDUCATION EXPERIENCES: DRIVING FACTORS

机译：（317）教授在多元文化在线协同学习高等教育经历中的设计决策：驱动因素

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Group -based activities and interactions are increasingly regarded as an essential design practice for effective online learning (Zhu, 2012). Not only is collaboration supported by dominant learning theories that underscore the importance of social learning through peers (e.g., Lave & Wenger, 1991; Vygotsky, 1978) but it is also considered as one of the essential skills for 21st century learners. Such activities have been associated with deeper learning, higher achievement (Garrison & Cleveland-Innes, 2005), and increased motivation. However, the integration of collaborative learning opportunities in online teaching is often lacking, especially in non-western contexts in Asia and the Middle East. Hofstede (1996) attributed such differences to the influence of culture on varying perceptions about teaching and learning. Culture impacts values and determines behavior (Frechette, Layne, & Gunawardena, 2014). Jung (2014) explains that one of the challenges to adopting teaching approaches is identifying where cultural universals apply to the teaching/learning process and where do not. Rogers, Graham and Mayes (2007) argued against a holistic view of culture, and proposed that the design of instruction needs to account for the influence of culture on instruction. This research study investigates this issue from instructors' perspective in three different cultural contexts: Korea, Egypt, and the United Arab Emirates.
机译：集团的活动和互动越来越多地被视为有效的在线学习的重要设计实践（朱，2012）。不仅是主导学习理论支持的合作，强调了社会学习通过同伴的重要性（例如，Lave＆Wenger，1991; Vygotsky，1978），但它也被视为21世纪学习者的基本技能之一。此类活动与更深层次的学习，更高的成就（Garrison＆Cleveland-Innes，2005）以及增加的动机有关。然而，在线教学中的合作学习机会纳入往往缺乏，特别是在亚洲和中东的非西方语境中。 Hofstede（1996）归因于文化对教学和学习的不同看法的影响。文化影响值并确定行为（Frechette，Layne，＆Gunawardena，2014）。 Jung（2014）解释说，采用教学方法的一个挑战是识别文化宣传到教学/学习过程的地方，何处。罗杰斯，格雷厄姆和梅斯（2007年）反对整体文化看法，并提出了指导设计需要考虑文化对教学的影响。本研究研究调查了三种不同文化背景下的教师视角的这个问题：韩国，埃及和阿拉伯联合酋长国。

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