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Centre for the study of Education in an International Context (CEIC)
INTERCOM ARCHIVE
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Centre for the study of Education in an International Context (CEIC)INTERCOM ARCHIVE |
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It has been proposed that international education involves the celebration of diversity, an understanding of culture, a study of global issues, and a recognition of different ways of developing understanding (Walker, 2002). The consumers of international education are as widespread and as varied as the schools offering an international education. Consequently schools claiming to be international offer their programmes for a variety of reasons which include the desire to undertake an internationally recognised programme for global certification purposes, to cater for internationally mobile students and to recognise the essential values of internationalism and globalisation. Thus, international education serves a wide clientele of users, whose reasons for involvement in an international education programme are as wide-ranging as their needs are diverse. There is an increasing desire within education communities to utilise the potential of web-based learning technologies. It is argued that these technologies can be used to create software environments that utilise the resources of the World Wide Web to provide learning spaces for learners of all ages. However, a number of questions arise concerning the relationship between web-based learning technologies and international education. How can they support the development of international education, and how can they be used to increase access to international education? Furthermore, returning to one of George Walker’s list of features of international education, how can web-based learning technologies be used to support the 'different ways of developing understanding' within an international education context? Cultural influences and learning styles. To consider the development of different ways of understanding within web based learning technologies it is necessary to consider international education in the context of cultural diversity. Hofstede's pioneering work on societal cultural values has provided a useful indicator of differences between cultural groups and he has described these cultural dimensions in terms of national education. Using four of Hofstede’s dimensions (Power Distance, Individualism-Collectivism, Masculinity-Femininity, Uncertainty Avoidance), Hill, Puurula, Sitko-lutek, & Rakowska (2000) suggested that students could be classified according to their cultural values and indicated the existence of links between Hofstede’s dimensions and the cognitive styles of the students. Thus, Hofstede’s work is a useful guide for considering the development of learning environments in which there is a mix of contrasting cultures within a classroom. Sfard (1998) has described two metaphors - 'acquisition' and 'participation' - for learning. It is evident that both of these ought to be found in web-based learning environments. As a result, it is proposed that, if they are to succeed both nationally and internationally, web-based learning technology environments must take account of the cultural backgrounds of the students and their preferred learning styles. It is with this in mind that the International Baccalaureate Organization is initiating a number of e-learning research projects, which seek to explore the issues related to learning styles and cultural influences using web-based learning technologies. These projects involve investigation of what teachers look for when considering web-based learning technologies in international educational contexts, and examination of the cultural contexts of web-based learning environments in international education. The results from these and other studies will be used to support future web based technology developments within the International Baccalaureate Organization, along with providing guidance for others who wish to develop web-based learning technologies with international education as their focus. The internet and its associated learning technologies may provide opportunities to enhance learning and to increase participation in education but we must also recognise that these web based learning technologies are loaded with the culture and values of their designers. As a consequence of this, the culture and values of e-learning environments may not easily coexist with those of the learners. Therefore any web-based learning technologies must recognise cultural diversity and as well as the multiplicity of learning styles that are found in all communities. References Hill, J., Puurula, A., Sitko-lutek, A., & Rakowska, A. (2000). Cognitive
style and socialisation: an exploration of learned sources of style in
Finland, Poland and the UK. Educational Psychology, 20(3), 285-305.
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