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Cross-Cultural Issues in Online Learning

Cross-Cultural Issues in Online Learning
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Author(s): P. Clint Rogers (University of Joensuu, Finland) and Minjuan Wang (San Diego State University, USA)
Copyright: 2009
Pages: 10
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch077

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Abstract

The rapid pace of technological change and development in the world has given those working in the field of online and distance education great opportunities to extend the reach of their programs across national boarders and cultural boundaries (Albritton, 2006; Rogers, 2006). Examples of educational initiatives that aim globally include projects such as MIT’s Open- CourseWare project (ocw.mit.edu); corporate initiatives like Cisco, already delivering academic curriculum to hundreds of thousands of students in 150 countries (Dennis, Bichelmeyer, Henry, Cakir, Korkmaz, Watson, Bunnage, 2005); and even private universities such as Global University, based in Springfield Missouri, offering courses to students in over a hundred different countries and languages (Rogers and Howell, 2004). And the size and scope of cross-cultural online learning is growing.

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