Theory
Cultural and Multicultural Theories: Multiple Cultural Model
Theorist
Lynn Henderson, PhD
Biography
Dr. Henderson is a senior lecturer and associate professor in the School of
Lynn Henderson, PhD
Education at James Cook University in Townsville, Queensland, Australia. She serves on the
boards or advisory committees of the International Journal of Web-Based Communities,
International Journal of Instruction, Australian Education Computing Journal and Journal of
Educational Computing Research. Her research interests revolve around mental models,
Information Communication Technologies (ICT), (such as instructional design & strategies,
online & blended models, cultural issues, distance/rural education and eco issues), cognition
(skills, strategies and transference) and first year university students’ retention and attrition, both
longitudinal and across disciplines (James, 2009). Other research interests include the effects of
gender and cultural differences in learning and teaching with e-learning; distance education; and,
the educational, gender and cultural implications of recreational computer/video games (York &
Henderson, 2003).
Description of Theory
Henderson’s multiple cultures model accommodates a variety of combinations of cultures and
pedagogies, and academic, industry, and government contexts. Broadly interpreted, culture is a
way of life of a people. It is the manifestations of the patterns of thinking and behavior that
results through a group’s continuing adaptation to its changing social, historical, geographic,
political, economic, technological, and ideological environment. Culture incorporates race,
ethnicity, religion, class, gender, values, traditions, language, lifestyles, and nationality as well as
workplace and academic cultures (Edmundson, 2006).
Any instructional design paradigm is grounded in a cultural context and cultural context
is always a variable. Three major issues were explored to substantiate the benefits of the
multiple cultures model of instructional design, which has been utilized, especially in Australia,
the United States, Canada, and Singapore. They include the limitations of multicultural or
internationalization models; the parameters of the various benefits of a multiple cultures model
that accounts for various ethnic, class, gender, academic, and workplace sub-cultures in the
design of e-learning materials; and designing and adapting e-courses to incorporate behaviorist,
constructivist, and social constructivist e-learning and e-teaching (Edmundson, 2006).
When the word “culture” is mentioned, we immediately think of ethnicity. A multiple
cultural model has validity for students of various (sub)cultural backgrounds. For instance, a
business multiple cultural model would involve the corporate culture of the company, the wider
economic-political culture includes global influences or a school multiple cultural model would
incorporate the academic school culture, the school’s institutional culture, which is set within the
culture of an educational system anchored in society’s mainstream culture, and the popular youth
culture of the students (Henderson & Putt, 1999). Morris states Henderson proposed a multiple
cultural model (MCM) for minority and marginalized groups. In her dissertation, Morris lists the
15 dimensions of Henderson’s model. Henderson changed Reeve’s “cultural sensitivity”
dimension to what she called a “multiple cultural contextualization” dimension and posited that
dimension as being at the center of all the other 14 dimensions. Morris also stated that
Henderson added the dimension of “instructional sequencing” to Reeves’ model (Morris, 2009).
(see Figure 1)
According to Morris, Henderson’s pedagogical philosophy is divided into two different
ranges from instructivism to constructivism. Instructivism emphasizes predetermined learning
goals, precision, and specific objectives. The role of the instructor is transmitting the knowledge.
Students expect the instructor to initiate the class and provide the learning content and materials.
Constructivism focuses on self-directed learning and authentic learning. The role of the
instructor is mentor or facilitator rather than presenting abstract knowledge (Morris, 2009).
Theory Measurement/Instrumentation
Morris could not find an appropriate instrument to measure her study of Asian students’
online learning preferences, but based on Henderson’s multiple cultural model, developed an
online learning preference questionnaire. To establish content validity and construct validity,
the researcher conducted a correlation coefficient test, pilot study, and exploratory factor
analysis. Morris selected 60 items among 94 items using strong correlation scores for content
validity. The pilot study and field test were also conducted with both American and Asian
students to establish the validity of the instrument (Morris, 2009).
Report prepared by:
Mary Lou Bledsoe
REFERENCES
James Cook University (2009), Associate Professor Lyn Henderson. Retrieved September 19,
2009 from http://cms.jcu.edu.au/education/staff/JCUPRD_033015.
Henderson, L., & Putt, I. (1999). Theorizing audio-conferencing: an eclectic paradigm.
Canadian Journal of Educational Communication, 27(2), pp91-92.
Edmundson, A. (2006). Globalized e-learning cultural challenges, pp 130-153.
Morris, E. S. (2009). Cultural dimensions and online learning preferences of Asian students at
Oklahoma State University in the United States. Oklahoma State University.
York, F., & Henderson, L. (2003). Making it possible: The evolution of RATEP – a communitybased teacher education program for indigenous peoples. The Australian Journal of
Indigenous Education, 23 (2003), p84.
Integrated
Multiple cultural sensitivity
Epistemology
Objectivism
Constructivism
Pedagogical Philosophy
Instructivist
Constructivist
Underlying Psychology
Behavioral
Cognitive
Goal Orientation
Sharply-focused
Unfocused
Instructional Sequencing
Reductionist
Constructivist
Experiential Value
Abstract
Concrete
Role of Instructor
Teacher proof
Equalitarian facilitator
Value of Errors
Errorless learning
Learning from experience
Motivation
Extrinsic
Intrinsic
Structure (Program Flexibility)
High
Low
Accommodation of Individual Differences
Non-existent
Multifaceted
Learner Control
Non-existent
Unrestricted
User Activity
Mathemagenic
Generative
Cooperative Learning
Unsupported
Integral
Multiple cultural sensitivity
Not integrated
Figure 1. Diagram of Henderson’s multiple cultural model (MCM)
Note : From “Morris, E. S. (2009). Cultural dimensions and online learning preferences of Asian students at Oklahoma State University in the
United States, p57. Oklahoma State University.
As shown in the diagram in Figure 1, there are 15 dimensions in Henderson’s multiple cultural model for
inclusive instructional design: 14 on the horizontal axis and one on the vertical that runs through or across the other
14 (Morris, 2009).