Cultural perceptions of online learning: transnational faculty perspectives

Abstract

Purpose The purpose of this paper is to investigate how university academics from three different cultural and linguistic backgrounds perceived their own cultural context and how it influences on online learning. Design/methodology/approach The views of 30 faculty members from Sri Lanka, Pakistan and Mauritius who engaged in a six-week professional development online course were gathered through a self-reflection questionnaire, posts on an asynchronous discussion forum and personal self-reflections in journal entries. Content analysis of three asynchronous discussion forums indicated the emergence of categories and themes related to traditional culture and the impact of culture on online learning that were triangulated with questionnaire data and journal entries. Findings Cultural perceptions of Sri Lankans and Pakistanis showed similar patterns in their recognition that their cultures exhibit characteristics of high power distance, collectivism and feminine values, while there were no definite dimensional perspectives from the Mauritians. The inability to define their own cultural context using bi-polar dimensions may reflect the sociocultural context of Mauritius. While these frameworks may explain more traditional cultures like those in Sri Lanka and Pakistan, they are unlikely to be useful to define cultural characteristics when the society is diverse, multiethnic, multicultural and multilingual like Mauritius. Research limitations/implications This study was based on a small sample of participants from three ethnic origins and cannot be generalized. It has generated questions for further research. Practical implications The findings have implications for accounting for culture in designing and delivering online courses. Originality/value This study will benefit instructional designers/curriculum designers/teachers to design culturally sensitive and culturally adaptive online courses.