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WE WILL BEGIN SHORTLY!�PLEASE MUTE YOUR MIC.

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CULTURE IN THE ONLINE LEARNING SPACE?

EDUARDO L. GARCIA, ED.D.

PROFESSOR, GENERAL STUDIES AND STUDENT DEVELOPMENT

ASSISTANT DEAN, DISTANCE EDUCATION-LIBERAL ARTS AND SBS

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BEFORE WE START

Thank you for attending.

I know you have lots of options, I am glad you are here.

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LEARNING OBJECTIVES FOR TODAY

IDENTIFY TWO REASONS WHY STUDENTS CHOOSE TO ENROLL IN DISTANCE EDUCATION COURSES.

DESCRIBE THE DEMOGRAPHIC CHARACTERISTIC OF STUDENTS WHO ENROLL IN DISTANCE EDUCATION COURSES.

DEFINE CULTURE.

DESCRIBE HOFSTEDE’S CULTURAL DIMENSIONS.

IDENTIFY PRINCIPLES OF CULTURALLY RESPONSIVE TEACHING.

DESCRIBE TWO STRATEGIES YOU CAN APPLY TO YOUR ONLINE COURSE.

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A LOOK AT THE NATIONAL ONLINE LEARNERS SATISFACTION AND PRIORITIES REPORT (2016)

  • Data was obtained from 39 Community Colleges.
  • 11,029 students participated.

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WHY DO STUDENTS ENROLL IN DISTANCE LEARNING COURSES?

Ruffalo Noel Levitz (2016). 2015-16 national online learners satisfaction and priorities report. Cedar Rapids: Ruffalo Noel Levitz.

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WHO ENROLLS IN DISTANCE EDUCATION-NATIONWIDE?

Ruffalo Noel Levitz (2016). 2015-16 national online learners satisfaction and priorities report. Cedar Rapids: Ruffalo Noel Levitz.

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WHO ENROLLS IN DISTANCE EDUCATION COURSES AT ACC?

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WHO ENROLLS IN DISTANCE EDUCATION COURSES AT ACC?

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IN THE ONLINE LEARNING SPACE DOES CULTURE EXIST?

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WHAT IS CULTURE?

Culture is the collective mind of a group or category of people that distinguishes it from other people based on a set of values (Hofstede, 2008).

The distinctive customs, values, beliefs, knowledge, art, and language of a society or a community. These values and concepts are passed on from generation to generation, and they are the basis for everyday behaviors and practices (APA Dictionary of Psychology, 2021).

The characteristic attitudes and behaviors of a particular group within society, such as a profession, social class, or age group. (APA Dictionary of Psychology, 2021).

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IMPORTANT TO NOTE

When we think about culture it is not just based on race/ethnicity. Often there are characteristics that are not visible.

Surface Culture-Observable and concrete we can see such as food, dress, music, and holidays and is associated with a low emotional charge (Hammond, 2015).

Shallow Culture-Hammond (2015) mentions shallow culture is made up on unspoken rules and norms around interactions such as time orientation, personal space, rules about touching, and nonverbal communication. Can be elicit strong emotional responses.

Deep Culture-Knowledge and unconscious assumptions gained throughout time that guides worldview (spirituality/values), can impact how we take in and learn information. There is an intense emotional charge associated with deep culture. Mental modes help individuals assess threats and rewards in the environment (Hammond, 2015).

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CULTURE MIGHT PRESENT ITSELF IN SUBTLE OR NOT SO SUBTLE WAYS

CAN WE THINK OF ANY WAYS IT MIGHT PRESENT IN THE ONLINE LEARNING SPACE?

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HOFSTEDE’S CULTURAL DIMENSIONS�POWER DISTANCE

  • Power Distance-refers to the status position of individuals in society (Hofstede, 2008).
  • High power distance: learners are more dependent on the educator and the educator directs and initiates all communication (Hofstede, 2008; Stavredes, 2011).
  • Low power distance: more learner-centered, instructor and learners are seen as equals, instructor is more guide on the side (Hofstede, 2008; Stavredes, 2011).
  • Large Power Distance = Power and wealth unequal with those in higher power exerting influence over lower power (Hofstede, 2008; Stavredes, 2011).

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Teaching and Learning

  • Large Power Distance: Teacher is at the center, learners are dependent on faculty, teacher is the one who initiates communication, teacher is respected, the teacher is the sage on the stage (Hofstede, 2008).
  • Small Power Distance: Learner-centered, learners are equal, teacher is equal, teacher is an expert and seen as a “guide on the side” (Hofstede, 2008; Stavredes, 2011).

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HOFSTEDE’S CULTURAL DIMENSIONS�UNCERTAINTY AVOIDANCE

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  • Uncertainty Avoidance: degree to which cultures can tolerate unclear or unstructured environments (Hofstede, 2008).
  • High Uncertainty Avoidance: unstructured and unclear environments are not tolerated (Hofstede, 2008).
  • Low Uncertainty Avoidance: unstructured and unclear environments are tolerated (Hofstede, 2008).

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Teaching and Learning

  • High Uncertainty Avoidance: Learners need to know all the correct answers, teacher has the correct answers, pressure to conform to classroom (Hofstede, 2008).
  • Low Uncertainty Avoidance: Learners are interested in good discussion, teachers might say ”I do not know,” tolerance for differences in class (Hofstede, 2008).

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HOFSTEDE’S CULTURAL DIMENSIONS�INDIVIDUALISM VS. COLLECTIVISM

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  • Individualism vs Collectivism: relationship to others (Hofstede, 2008).
  • Individualism: Groups concern is looking out for themselves and family (Hofstede, 2008).
  • Collectivism-Group of people who look out for each other in exchange for loyalty (Hofstede, 2008).

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Teaching and Learning

  • Individualism: purpose of education is learning how to learn, individual initiatives or desires are encouraged, learners might speak up about what they need or want (Hofstede, 2008).
  • Collectivism: purpose of education is learning how to do something, individual initiatives are discouraged, learners only speak up when forced to (Hofstede, 2008).

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HOFSTEDE’S CULTURAL DIMENSIONS�MASCULINE-FEMININE ROLES

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  • Masculine-Feminine Emotional Gender Roles and Masculinity-Femininity differences based on gender differences (Hofstede, 2008).
  • Masculine Cultures: Men are decision makers (Hofstede, 2008).
  • Feminine Cultures: Roles overlap, neither men or women are the most assertive or sole decision makers(Hofstede, 2008).

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Teaching and Learning

  • Masculine Cultures: Brilliant teacher admired, best learner is the norm, competition, learners over rate performance, school failure is a disaster (Hofstede, 2008).
  • Feminine Cultures: Friendly teachers most liked, learners underate performance, overambition unpopular, failing in school a minor setback (Hofstede, 2008).

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WHAT ARE SOME THINGS WE CAN DO TO BECOME MORE CULTURALLY COMPETENT AND SUPPORT OUR STUDENTS IN THE ONLINE LEARNING SPACE?

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WHAT IS CULTURALLY RESPONSIVE TEACHING?

  • Culturally Responsive Teaching is recognizing the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994).
  • Builds upon the knowledge and cultural capital of students (Woodley, Hernandez, Parra, & Negash, 2017).
  • Designing and using classroom practices to help students succeed (Woodley, Hernandez, Parra, & Negash, 2017).
  • At core, creating opportunity for all students to succeed (Heitner & Jennigs, 2016).

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WHY IS IT IMPORTANT IN THE ONLINE SETTING?

Cultural issues might lead to poor communication, mistrust, and frustration (Heitner & Jennigs, 2016).

This can be complicated in the online classroom due to lack of visual cues during the student/faculty interaction (Heitner & Jennigs, 2016).

K-12 programs in teaching tend to have course work with culturally responsive teaching principles explored and K-12 teacher preparation programs focus on it, while higher education programs might not have a focus on Culturally Responsive Teaching techniques.

Can increase students' sense of identity, promote equity and inclusivity, help engage students, and support critical thinking (Northeastern University, 2021).

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PRINCIPLES OF CULTURALLY RESPONSIVE TEACHING

Positive perspectives regarding student (Ladson-Billings, 1994).

Communication of high expectations (Ladson-Billings, 1994).

Learning within context of culture (Ladson-Billings, 1994).

Student-centered instruction/Reshape Curriculum (Ladson-Billings, 1994).

Culturally mediated instruction (Ladson-Billings, 1994).

Teacher as a facilitator (Ladson-Billings, 1994).

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ARE THERE THINGS YOU DO IN THE CLASSROOM TO BE A CULTURALLY RESPONSIVE EDUCATOR?

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PRACTICES TO CONSIDER

Seek to understand where your students are coming from and validate their experiences (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Example: Pre-Assessment class activity, introductions, short-reflection assignments.

Communicate frequently, especially in an online learning environment (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Example: Opportunities for synchronous and asynchronous interaction

Seek to be aware of the communities your students come from and participate in the community (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Example: Attend community events or get involved.

Be specific in what you want students to know and be able to accomplish (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Example: Rubrics and communication.

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PRACTICES TO CONSIDER

Create

Create a classroom environment in which all parties demonstrate respect (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Example: Netiquette section and classroom expectations in your syllabus.

Utilize

Utilize different forms of assessment if possible (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Example: Written or

Oral? Can both be done?

Create

Create an environment that embraces culture. (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Example: opportunities for students to share life experiences.

Collaborate

Collaborate with educators who come from a different background for possible insight (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

Use

Use of diverse classroom resources and supplementary material (Ladson-Billings, 1994; Teaching Diverse Learners, 2021).

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SOME CLOSING THOUGHTS

  • Validate students' previous knowledge and combine it what is being taught. Connections help our learning.
  • Empower students to become invested stakeholders in their educational journey.
  • Remember to be a human.
  • Have a conversation with your students and colleagues.
  • Be kind.

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ACC RESOURCES

Faculty Interest Groups

TLED/Professional Development

TLED YouTube Video Dr. Geneva Gay

Two Ways to Explore Culture

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WANT TO TALK?

Eduardo L. Garcia, Ed.D.

Professor, General Studies and Student Development/Assistant Dean, Distance Education-Liberal Arts and SBS.

egarcia1@austincc.edu

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REFERENCES

  • American Psychological Association Dictionary. (2021). https://dictionary.apa.org/culture
  • Brown University-Teaching Diverse Learners. (2021). https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0
  • Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.) (Multicultural education series). New York: Teachers College.
  • Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students (2nd ed.). Thousand Oaks, CA: Corwin.
  • Heitner, K. L., & Jennings, M. (2016). Culturally Responsive Teaching Knowledge and Practices of Online Faculty. Online Learning, 20(4), 54–78. (Heitner & Jennigs, 2016).
  • Jabbar, A., & Hardaker, G. (2013). The role of culturally responsive teaching for supporting ethnic diversity in British university business schools. Teaching in Higher Education, 18(3), 272-284. doi:10.1080/13562517.2012.725221.
  • Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.
  • Ruffalo Noel Levitz (2016). 2015-16 national online learners satisfaction and priorities report. Cedar Rapids: Ruffalo Noel Levitz.
  • Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating Difference: Best Practices in Culturally Responsive Teaching Online. TechTrends: Linking Research & Practice to Improve Learning, 61(5), 470–478. https://doi.org/10.1007/s11528-017-0207-z (Woodley, Hernandez, Parra, & Negash, 2017).