Skip to main content
SpringerLink
Log in

Inclusive Design of Online Teaching and Learning

  • Chapter
  • First Online:
Web-Based Teaching and Learning across Culture and Age

Abstract

In this chapter, we explore an adaptive and inclusive approach to instructional design for cross-cultural and intergenerational online learning. We start with a review and synthesis of existing instructional design propositions for culturally and age-related learning diversity, and then provide a review and discussion of our project findings in relation to prior research. Based on the research findings as well as the literature, we advocate a participatory, fluid design process to select online instructional strategies for content, interface, activity, and technological infrastructure design.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adams, T., & Sean Evans, R. (2004). Educating the educators: Outreach to the college of education distance faculty and Native American Students. Journal of Library Administration, 41(1/2), 3–18.

    Article  Google Scholar 

  • Anakwe, U. P., Kessler, E. H., & Christensen, E. W. (1999). Distance learning and cultural diversity: Potential users’ perspective. International Journal of Organizational Analysis, 7(3), 224–243.

    Article  Google Scholar 

  • Banks, C. A. M., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152–158.

    Article  Google Scholar 

  • Boyer, J. B. (1993). Culturally sensitive instruction: An essential component of education for diversity. Catalyst for Change, 22(3), 5–8.

    Google Scholar 

  • Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159.

    Google Scholar 

  • Chávez, A. F. (2007). Islands of empowerment: Facilitating multicultural learning communities in college. International Journal of Teaching and Learning in Higher Education, 19(3), 274–288.

    Google Scholar 

  • Chyung, S. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3), 213–222. Retrieved March 29, 2009, from Education Research Complete database.

    Google Scholar 

  • Collis, B., Moonen, J., & Vingerhoets, J. (1997). Flexibility as a key construct in European training: Experiences from the TeleScopia project. British Journal of Educational Technology, 28(3), 199–217.

    Article  Google Scholar 

  • Davis, J. (2006). Designing an online course for nontraditional students: Revisiting the essentials. International Journal of Learning, 12(10), 121–127.

    Google Scholar 

  • Dillenbourg, P., Schneider, D., & Synteta, P. (2002). Virtual learning environments. In A. Dimitracopoulou (Ed.), Proceedings of the 3rd Hellenic conference information & communication technologies in education, pp. 3–18. Greece: Kastaniotis Editions.

    Google Scholar 

  • Dillon, P., Wang, R., & Tearle, P. (2007). Cultural disconnection in virtual education. Pedagogy, Culture & Society, 15(2), 153–174. Retrieved March 29, 2009, doi:10.1080/14681360701403565.

  • Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey Bass.

    Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.

    Google Scholar 

  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press.

    Google Scholar 

  • Githens, R. P. (2007). Older adults and e-learning: Opportunities and barriers. The Quarterly Review of Distance Education, 8(4), 329–338.

    Google Scholar 

  • Gunawardena, C., Wilson, P., & Nolla, A. (2003). Culture and online education. In M. Morre & W. Anderson (Eds.), Handbook of distance education (pp. 753–775). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Hannafin, M. J., & Land, S. (1997). The foundations and assumptions of technology-enhanced, student-centered learning environments. Instructional Science, 25, 167–202.

    Article  Google Scholar 

  • Hannafin, M. J., & Land, S. M. (2000). Technology and student-centered learning in higher education: Issues and practices. Journal of Computing in Higher Education, 12(1), 3–30.

    Article  Google Scholar 

  • Henderson, L. (1996). Instructional design of interactive multimedia. Educational Technology Research and Development, 44(4), 85–104.

    Article  Google Scholar 

  • Henderson, L. (2007). Theorizing a multiple cultures instructional design model for e-learning and e-teaching. In A. Edmundson (Ed.), Globalized e-learning cultural challenges (pp. 130–153). Hershey, PA: Idea Group Inc.

    Google Scholar 

  • Ibarra, R. (2000). Studying Latinos in a “Virtual” University: Reframing diversity and academic culture change. Occasional Paper No. 68. Latino studies series. East Lansing: Julian Samora Research Institute. Retrieved March 31, 2009, from ERIC database.

    Google Scholar 

  • Ke, F. (2010). Examining online teaching, cognitive, and social presence for adult students. Computers in Education, 55(2), 808–820.

    Article  Google Scholar 

  • Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. In C. A. Grant (Ed.), Research and multicultural education (pp. 106–121). London: Falmer Press.

    Google Scholar 

  • Lin, C. (2007). e-Learning strategies for aboriginal children in Taiwan. International Journal of Learning, 14(6), 153–160. Retrieved April 29, 2009, from Education Research Complete database.

    Google Scholar 

  • Majeski, R., & Stover, M. (2007). Theoretically based pedagogical strategies leading to deep learning in asynchronous online gerontology courses. Educational Gerontology, 33(3), 171–185.

    Article  Google Scholar 

  • McLoughlin, C. (1999). Culturally responsive technology use: Developing an on-line community of learners. British Journal of Educational Technology, 30(3), 231–243.

    Google Scholar 

  • McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of Native American online learning at tertiary level. Australian Journal of Educational Technology, 16(1), 58–72.

    Google Scholar 

  • Parrish, P., & Linder-VanBerschot, J. A. (2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction. International Review of Research in Open and Distance Learning, 11(2), 1–19.

    Google Scholar 

  • Patton, M. (2000). The importance of being flexible with assignment deadlines. Higher Education in Europe, 25(3), 417–423.

    Article  Google Scholar 

  • Pewewardy, C. D. (1994). Culturally responsible pedagogy in action: An American Indian magnet school. In E. R. Hollins, J. E. King, & W. C. Haymon (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 77–92). Buffalo: State University of New York Press.

    Google Scholar 

  • Protheroe, N., & Turner, J. (2003). Culturally sensitive instruction. Arlington: Educational Research Service.

    Google Scholar 

  • Rasmussen, K., Nichols, J., & Ferguson, F. (2006). It’s a new world: Multiculturalism in a virtual environment. Distance Education, 27(2), 265–278. Retrieved March 29, 2009, doi:10.1080/01587910600789696.

    Google Scholar 

  • Reeves, T., & Reeves, P. (1997). Effective dimensions of interactive learning on the world wide web. In B. Khan (Ed.), Web-based instruction (pp. 59–66). Englewood Cliffs: Educational Technology Publications.

    Google Scholar 

  • Saldana, D. C., & Waxman, H. C. (1997). An observational study of multicultural education in urban elementary schools. Equity and Excellence in Education, 30(1), 40–46.

    Article  Google Scholar 

  • Schuler, D., & Namioka, A. (Eds.). (1993). Participatory design: Principles and practices. Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Shinkareva, O., & Benson, A. (2007). The relationship between adult students’ instructional technology competency and self-directed learning ability in an online course. Human Resource Development International, 10(4), 417–435.

    Article  Google Scholar 

  • Smith, D., & Ayers, D. (2006). Culturally responsive pedagogy and online learning: Implications for the globalized community college. Community College Journal of Research & Practice, 30(5/6), 401–415.

    Article  Google Scholar 

  • Sorensen, E., & Murchú, D. (2004). Designing online learning communities of practice: A democratic perspective. Journal of Educational Media, 29(3), 189–200.

    Article  Google Scholar 

  • Stafford, T., & Lindsey, K. (2007). IP teleconferencing in the wired classroom: Gratifications for distance education. Journal of Information Systems Education, 18(2), 227–232.

    Google Scholar 

  • Wang, M. (2007). Designing online courses that effectively engage learners from diverse cultural backgrounds. British Journal of Educational Technology, 38(2), 294–311.

    Article  Google Scholar 

  • Wu, B., & Teoh, P. A. (2008). A comparative analysis of learners interaction in the online learning management systems: Does national culture matter? Asian Association of Open Universities Journal, 3(1), 1–16.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA

    Fengfeng Ke

  2. Teacher Education, Educational Leadership & Policy, University of New Mexico, Albuquerque, NM, USA

    Alicia Fedelina Chávez

Authors
  1. Fengfeng Ke
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Alicia Fedelina Chávez
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Ke, F., Chávez, A.F. (2013). Inclusive Design of Online Teaching and Learning. In: Web-Based Teaching and Learning across Culture and Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0863-5_7

Download citation

Publish with us

Policies and ethics

Search

Navigation