Affirming diversity in an online course

Abstract

Purpose

Numerous attempts have been made to link a particular learning style to either a particular culture, gender, or even a generation. In a typically heterogeneous online class, it is impossible to address every participant's culture or the degree of assimilation to a particular culture. Consequently, the aim of this paper is to recommend strategies on how to address numerous learning styles in a culturally sensitive classroom environment.

Design/methodology/approach

Currently, a literature review of publications in English has been concluded. An upcoming case study at an online university might corroborate the findings.

Findings

There are many variations of an instructor's cultural background interacting with the diverse cultures of students in an online university situated in a particular local culture. Consequently, it is prudent to offer a variety of learning opportunities. The more learning styles are accommodated, the higher the chances that learning occurs. Compared with a traditional face‐to‐face classroom where choices between learning options have to be made due to time constraints, the online classroom offers the opportunity to provide a variety of learning opportunities.

Practical implications

The paper presents a variety of learning opportunities that can be considered in the development of online courses. The suggestions are not bound to a particular generation, culture, or gender but are just plain good online teaching that applies to a heterogeneous – just as much as to a homogeneous – student population.

Originality/value

Online learning is spreading in numbers as well as globally. This paper hopes to avoid “colonization” of online learning but to support cultural affirmation within the online learning environment.

Citation

Baltes, B. (2010), "Affirming diversity in an online course", Campus-Wide Information Systems, Vol. 27 No. 5, pp. 293-302. https://doi.org/10.1108/10650741011087739