Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?

View Sample PDF

Author(s): Shalin Hai-Jew (Hutchinson Community College, USA)
Copyright: 2009
Pages: 43
Source title: Ethical Practices and Implications in Distance Learning
Source Author(s)/Editor(s): Ugur Demiray (Anadolu University, Turkey)and Ramesh C. Sharma (Indira Gandhi National Open University, India)
DOI: 10.4018/978-1-59904-867-3.ch011

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

Purchase

View Why "Cultural Sensitivities" and "Localizations" in Global E-Learning? on the publisher's website for pricing and purchasing information.

Abstract

This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology, curriculum design, instructional strategies/pedagogical approaches, multimedia builds, information handling, and direct instruction in e-learning need to fit the needs of the diverse learners. Those that offer global e-learning must consider the national, ethnic and racial backgrounds of their learners to offer customized value-added higher education. Cultural sensitivities apply to initial learner outreach and their success in the e-learning; localizations enhance the applied learning and also the transferability of the learning after the global learners graduate. Cultural sensitivities and localizations may make global e-learning more field-independent and effective because of the reliance on each learner’s local resources. A “Cultural Sensitivities and Localizations Course Analysis (CSLCA)” Tool for global e-learning has been included in the appendix.

The IRMA Community

Research IRM

Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?

Purchase

Abstract

Related Content

IRMA Sponsors