Learning and Culture

“The most universal quality is Diversity.”

Montaigne, 1580.

eLearning and Culture

Culture is important because “learning” is a complex product. A learning product can fail because cultural differences stand in the way of the message.

Understanding and acting on cultural issues are important for eLearning users.

Using eLearning can also help effect and sustain a cultural change initiative.

Implementation

Different national cultures have different learning needs and different expectations about learning experiences. eLearning vendors need to tailor their eLearning tools to meet these varied needs and expectations.

People develop ideas and expectations about learning experiences as part of their national or ethnic cultures. Cultural expectations about learning experiences can affect the design and delivery of an eLearning solution.

Trompenaars/Hampden-Turner Study

To align eLearning to national cultures, users need to select the solution that best meets the employees’ national culture(s). This e-poster adds two more measures of national cultural differences to Geert Hofstede’s study discussed in the presentation. The information is based on a study by Trompenaars and Hampden-Turner. Their work relies from a large database of over 50,000 cases from 100 countries that Trompenaars has built over time.

Trompenaars/Hampden-Turner Study

The next slide highlights items from the eLearning toolbox that show a good match to the characteristics of each culture in the Trompenaars/Hampden-Turner taxonomy. These characteristics are described in the following slides, using the toolbox as a reference guide.

Cultures and eLearning Tools by Neutrality and Specificity “Toolbox”

Neutral

* Granular learning U.S. East coast Japan * Resource Center Objects Scandinavia Southeast Asian * Virtual Classrooms* E-mail Northern Europe East Africa * Blended Learning Communications * E-Mail Communications

Specific Diffuse

U.S. West coast Arabia * Granular Learning Canada South America * Simulations and Games Objects Southern Europe * Synchronous Platforms * Simulations and * Virtual Classrooms

Games * Blended Learning * Synchronous Platforms * Broadband Solutions * Broadband Solutions * Knowledge

Management

Affective

Specific Neutral

Regions such as the U.S. East Coast and Northern Europe (including Scandinavia) fall into this group. This set of learners are likely to respond to the granularity of eLearning, appreciating learning that does not bog down in background materials but cuts straight to the items the learner needs to know. As a neutral culture, this group is comfortable with using relatively inexpressive media such as e-mail for communications. Simple collaborative-learning systems are suitable for this group.

Diffuse Neutral

Asian countries that use eLearning fall into this group. Granular learning does not appeal to this diffuse culture because learners typically want to understand the background and content of new knowledge. Part of the appeal of eLearning might be the option to spend more time researching and understanding background topics; therefore, some form of electronic resource center might appeal to this group. This group is more comfortable with inexpressive media, and current forms of collaborative learning is likely to appeal to it.

Specific Affective

Silicon Valley fits in this group. The granularity of eLearning is likely to appeal to this specific group. The group is more affective than the other two groups and therefore prefers highly engaging and interactive communication. Collaborative learning via e-mail alone is unlikely to appeal in this group, as is Web-based training that isolates the learner from discussion from others. New forms of media-rich broadband collaborative learning on specific topics are likely to be the most appealing forms of eLearning for this group.

Diffuse Affective

Some regions in the diffuse affective group have been slower to adopt eLearning than other groups. Granular learning does not appeal to this diffuse culture; learners typically want to understand the background and context of new knowledge, eLearning needs to provide rounded courses and learning programs. As an affective culture, this group wants a level of interactive communication that is not currently available with commercial eLearning (bandwidth constraints). As bandwidth and products improve, these markets may begin to open up to eLearning.

Action Plan

Vendors should consider the following action steps: Build an eLearning culture team that can help ensure

successful design and implementation of eLearning program Have national-culture specialists to help companies

identify the learning style Users in emergent eLearning countries should anticipate and

plan for emergent changes Examine how companies in other countries have used

eLearning to deal with similar kinds of social, economic, political, and technological changes

ReferencesEdmonds, R. (2001). eLearning and Culture, 33-35

www.chuckiii.com/Reports/Education/On_Extending__Enhancing_the_730.shtml

www.firstmonday.dk/issues7_8/chase stuartiit.edu/ipro/papers/html/bird.html

(I could not align the numbering and when I typed in “2.” the URL always jumped to spaces down)