Research-based Instructional Strategies for Culturally Diverse Audiences

Virtual Paper ID: 56320
  1. Ann Armstrong
    Northcentral University
  2. aaa
    Albert Gale
    Walden University

Abstract: Globalization causes rapid change in political, economic, social, and technological systems. Diverse student groups enter classes in businesses, education, military, healthcare, and not for profit. Ethnic and cultural diversity is becoming increasing normal. Teaching online asynchronously and synchronously at both for profit and not-for-profit higher education institutions, students in our classes come from all 50 states, Europe, Asia, Central, and South America bringing with them diverse cultures, beliefs, values, and languages. What is required to eliminate personal cultural bias while focusing on delivering learning that resonates with each learner? With the growth of information communications technologies (ICTs), culturally diverse audiences are coming together for large massive online courses (MOOCS) and small classes. As people become increasingly immersed in multiple cultures, each person becomes more individualistic and less a member of one specific cultural group. This change causes a necessary paradigm shift from teacher-centered instruction to learner-centered instruction. This paper describes research-based instructional strategies when designing and building instructional solutions for cultural diversity. Study findings integrate three different research-based frameworks, eSUCCESS, principles and values of learner-centered instruction (LCI), and culture-based models (CBM) to as a guide to deliver learner-centered education to culturally distinct audiences.

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