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Designing Culturally Appropriate E-Learning for Learners from an Arabic Background: A Study in the Sultanate of Oman
Abstract
Case studies on adult online learners in professional development courses in an Omani context found that cultural preferences had a significant impact on learning success. It was found that their preferences in the development of learning communities, for face-to-face needs, in online course flexibility, and interdependent learning were not accounted for in the learning design. Therefore, the problem identified was: how can learning be designed that accounts for culture in the design of learning for those from an Arabic cultural background, as in Oman? The research provided a solution in the form of design guidelines. These can be used as a practical and useful means for teachers and educators in designing online courses that are culturally compatible with the learning preferences in this context in the Sultanate of Oman.
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