culture, gender and technology enhanced learning: female and male students' perceptions across...

Institut für Informatik und Wirtschaftsinformatik (ICB)

Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents

Thomas Richter

University of Duisburg-Essen Picture right: Winding- tower, Essen

IADIS e-Learning Annual Conference: Lisbon, Portugal, 15.-18. July 2014

Thomas Richter @IADIS 2014, Lisbon Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents

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Learning Culture Survey (LCS)

n  initialized in 2007 as international survey n  investigating culture-specific perceptions, attitudes, and

expectations of learners in Higher Education n  operationalization (2007), translation (2008), test studies,

refinement cycles (2008-2009)

n  since 2010 standardized questionnaire (4 point Likert scale, 102 items; available in 11 languages)

n Aim: Conflict reduction in international scenarios of TEL & support for contextualization (adaptation) of learning resources


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Learning Culture Survey (LCS): Focused Issues

n  the role of professor & tutor n  tasks and responsibilities of professor & tutor n  perception of feedback n  motivation & discouragement n  group work related issues n  group building processes n  time management n  experiences with group work in education n  general gender-specific issues


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Culture Research in Education and IS: Status quo

n  over 70% of research bases on Hofstede’s dimensions n  IBM value-based management-study from 1970s, over

115.000 sample elements from 40 countries n  4 dimensions resulted: PDI, IDV, MAS, UAI n  (relative) national key-values based on management and

data exclusively from IBM n  comprehensive discussions (transfer) of results and

consequences, e.g. in relation to general education

n  Preconditions: n  concept of general national culture is valid: key-values from

management context are transferable to all other contexts n  cultural values actually are persistent over time


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Appropriateness of Method … Positions

n  Hofstede: u national culture generally exists (Montesquieu’s “Spirit of a

Nation”) u key-values generally valid across subcultures (basic values) u values persistent because basic values are slowly changing

If above assumptions are valid, it would be very comfortable … Ø  rarely changing parameters: persistent research results, Ø  generalization of results and experiences on cultural issues to

all educational contexts within a nation Ø  but …

Several further doubts expressed in literature but no empiric studies available investigating the issue …

10 20 30 40 50 60 70 80 90 100 0

Impact significant

Germany (35)

Austria (11)

South Korea (60)

China (80)

Impact not

significant

Impact not

significant


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Implementation of LCS (Higher Education)

n  2010 Germany (culturally homogenous) u  In-depth study design (faculty & university level) u  3 universities, online version u  1817 completed questionnaires (2-5% acceptance rate)

n  2011 South Korea (culturally homogenous) u  broad study design (university level) u  39 universities in Seoul, paper version u  286 completed questionnaires (ca. 50% acceptance

rate) n  2013 Ghana (University of Accra)

u  1 university, paper based u  352 completed questionnaires (ca. 46% acceptance

rate)

n  incomplete questionnaires were excluded from evaluation


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Implementation of LCS (Professional Training)

n  30+ German stock-noted enterprises invited for participation (providing in-house professional training)

n  5 enterprises offered support, each with 25 sample elements n  2 enterprises actually delivered 7+ sample elements n  choice of sample elements by enterprises (no direct

influence)

n  study took place in 2012, paper based n  questionnaire was slightly adopted to context (e.g.,

“professor” became “instructor”)

n  results not representative but fully sound according to particular character of each professional context


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Contextual transferability (Tasks of the Lecturer)


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LC: Section block “Gender Issues” (gender level)


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LC: Section block “Gender Issues” (country level)

Separating female and male students in

workgroups eases social interaction

Female and male students have the same abilities when it comes to technological issues

Female and male students are treated the same if failing

Female and male students are treated

the same if successful

A female quota is not useful in male-

dominated fields

Female and male students have the same abilities when it comes

to social issues


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LC: Section block “Group Work (Statements)” (country level)

In group work, it should be possible to be divided

into subtasks

In group work, a balanced f/m quota raises

the quality of results

In group work, a task is to be collectively solved

In group work, I defend my own opinion


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LC: Section block “Motivation” (country level)

Learning is motivating for me if the contents are demanded by the

professor

If a part task is too difficult for me, I just solve

the manageable ones

Learning is motivating for me if the taught contents raise my chances for my

later job

I am easily discouraged because of others or situations


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LC: Section block “Selection of Group Members” (country level)

Sympathy

I do not build groups myself

Deep understanding of the subject


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LC: Section block “When is Group Work Useful?” (country level)

GW is particularly useful to learn and comprehend basics

GW is particularly supportive for memorizing

GW is particularly supportive when having

to do case studies

GW is particularly helpful to consolidate learning contents


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LC: Section block “Time Management” (country level)

I do not care too much about deadlines


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LC: Section block “Role of the Lecturer” (country level)

A professor is an idol A professor is a trusted person

A professor is a respect person

A professor is unfailing

A professor is a public figure


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Findings and Conclusions

n  General u Learning Culture Questionnaire as instrument works. u There is nothing such as a homogenous educational culture

across contexts.. u Learning Culture Survey helps understanding students culture-

specific perceptions and attitudes u Data can be used as indicators for learning content adaptation

and context-sensitive learning design. u Results are yet not clear enough to determine reasons for

differences; further investigations required

n  Gender differences u Differences between gender could be found regarding some

investigated issues but none was highly significant u concept of national culture blurs gender-related differences

n  Implications for TEL u TEL generally can support overcoming gender differences, e.g.

by masquerading individual gender. u Particular interventions regarding investigated contexts and

issues not crucial but support for tranquilization possible


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Are there any open questions? All are heartily invited to participate in the survey!

Contact: [email protected]