Running head: CULTURAL DIVERSITY THROUGH LEARNER SUPPORT
Cultural Diversity through Learner Support
Renuka Kumar
University of Maryland University College
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CULTURAL DIVERSITY THROUGH LEARNER SUPPORT
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Cultural Diversity through Learner Support
The main contention of the article, Addressing Cultural Diversity through Learner
Support, is that distance education providers can enhance learning by being responsive to the
cultural diversity of the online student population (Spronk, 2004). The recent digital revolution
has allowed distance education to reach a global audience. Spronk (2004) discusses the impact
of this globalization of distance education in the context of different cultural learning styles,
academic culture and media culture as they relate to learning. Spronk (2004) outlines some best
practices that educators can use to support a culturally diverse student group. This paper
provides evidence in support of Spronk’s position regarding the necessity to “not only
acknowledge but celebrate cultural diversity” in distance education (p.169).
Discussion
Spronk (2004) states that the digital revolution has led to the internationalization and
globalization of learning and this in turn has led to cultural diversity in distance education.
Specifically, it is the inexpensive availability of and ease of use of telecommunications that has
led to the growth of distance education (Parrish and Linder-VanBerschot, 2010). Online
delivery allows institutions to offer their courses to students worldwide. Many of these courses
are at the postgraduate level and are expensive. As students decide on which program to select,
they look at not only the content offered but also the support services offered to them as respects
their cultural environment as well as their geographic location (Spronk, 2004). Spronk (2004)
states that it is therefore imperative that distance education providers pay attention to the cultural
differences of their students. The lack of cultural sensitivity can cause frustrations among
learners who may lose interest in participating and collaborating in the online classroom (Vega,
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2014). Incorporating sensitivity to cultural differences can lead to a boost in self-confidence and
improved student learning (Vega, 2014).
Learners’ Cultures
Spronk (2014) makes the argument that not only do learners have different cultural
approaches to learning but culture also affects the learning styles. This argument is repeated by
many authors. Hartofylaka (2004) states that there is a “direct connection between the sociocultural circumstances, under which the learners live and act, with their varying positions and
attitudes towards learning” (p.4).
For example, in a hierarchical society such as those in Asia
students have great respect for the teacher and the textbooks and are less likely to contradict the
teachers (Spronk, 2014). Asian American students are also less likely to experiment with new
ways of learning (Hartofylaka, 2004). A profile of Hispanic students shows their preference for
frequent feedback and an “action-based, active approach to learning” (Sanchez and
Gunawardena, 1998, p. 9). Western students, on the other hand, are more independent and
interact more with their peers (Hartofylaka, 2004). Spronk (2014) states that culture also affects
the student’s orientation to education. For example, Chinese education focuses on community
and society while Western students from individualist societies focus on independence and selfdevelopment (Spronk, 2014). Language development also affects learning styles (Spronk, 2014).
For example, the English language develops logical thinking while the Japanese language favors
memorization (Spronk, 2014).
Academic Cultures
Spronk (2014) states that the academic culture of those learners whose first language is
English is quite different to those learners whose language and culture are different. For
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example, students whose first language is English are familiar with linear logic and have more
experience with written assignments while Chinese education focuses on memorization, practice
and respecting their superiors (Spronk, 2014). The characteristics of content presentation in
distance education take on the traits of the academic culture of the institution (Spronk, 2014).
This in turn can lead to negative experiences by students of different cultures. Chen and Bennett
(2012) found that Chinese international student’s educational background was very different
from the constructivist environment of their online courses. This difference in education styles
led the students to experience stress and ultimately a negative experience as they were not
prepared for the pedagogical practices they encountered (Chen and Bennett, 2012). For distance
education courses with a global reach Chen and Bennett (2012) caution against using
constructivist pedagogy unless adequate support is provided for the students.
Media Cultures
Spronk (2014) makes the contention that culture plays a role in the medium used in
distance education. Spronk (2014) also states that all media is not appropriate for all tasks, for
example, an argument is more effectively delivered in print and video format rather than by
video alone. Spronk does not, however, explain in detail the connection between culture and
media in distance education. Geographic location of the students should be considered when
making a decision regarding the choice of media used for student support (Hartofylaka, 2004).
For example the use of online support may be appropriate for Sweden where there is a high level
of technology infrastructure but it may not be appropriate for parts of Africa where there is a
lower level of technology infrastructure (Hartofylaka, 2004). In a study that they conducted
Anakwe, Kessler and Christensen (1999) found that students from individualist societies prefer
CULTURAL DIVERSITY THROUGH LEARNER SUPPORT
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interactive communication technologies while students from collectivist societies may not be
receptive to mediated communication in distance education.
Good Practice
Spronk (2004) presents guidelines that instructors in distance education courses can use
to address cultural diversity, especially in terms of learner support. Parrish and LinderVanBerschot (2010) state that many challenges of multi-cultural instruction can be overcome
through increased awareness and use of instructional design that accommodates cultural
differences. Instructors should be aware of cultural biases in the activities and presentations
they include in their course (Parrish and Linder-VanBerschot, 2010). Instructors should also use
a variety of teaching strategies in their courses as suggested by Sanchez and Gunawardena
(1998). Some examples presented by Spronk (2014) are to make very clear to the students the
skills needed for the course, to train the learners to use the medium of learning and to offer
alternative modes of presentation. Vega (2014) suggests that an instructor create a comfortable
environment where students are encouraged to share personal experiences and use them in case
study activities. All instructors need to take the time to get to know their students. This will
allow them to incorporate learning styles that can motivate the students.
Conclusion
Distance education and the digital revolution has allowed institutions to reach students
worldwide. Recognizing and celebrating cultural diversity in learner support systems is
beneficial to both learners and those who provide support.
The challenge is to acknowledge the
diversity and to design distance education courses that celebrate the diversity.
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References
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Chen, R., & Bennett, S. (2012). When Chinese learners meet constructivist pedagogy
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Hartofylaka, A-M. (2004). The role of diversity in the designing of effective learner support
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