How can Learning Technology make a world of difference?

by Ms Karen Robinson, Ms Frances Bell

"Information Technology (IT) makes a 'world of difference' in the sense that it is important in the contemporary world, but I hope that we can use IT to support a world of 'difference', where diversity is respected" (Walsham, 2001)

Introduction
Virtual Learning Environments [VLEs] have become widespread among Higher Education Institutions [HEIs], in a context of increasing cultural diversity of students. Such diversity can enrich student experiences, and learning technologies can facilitate cross-cultural communication. However, the benefits of diversity are not guaranteed, raising the question "How Can VLEs be Chosen and Configured to Accommodate Cultural Differences of Students and Bring Value to their Learning Experience?"

This paper reports on the experiences of a culturally diverse group comprising British and international postgraduate students at a UK university. Two VLEs are used: Moodle, used for a non-assessed induction activity; and Blackboard used for most modules on their programme. Walsham's work on Information Technology (IT) in a global context, has provided an inspiration for this study, particularly two of his final observations: that 'there is a need for more in-depth interpretive case studies or action research projects on IT in a global context, in order to surface the rich human issues' [p. 247], and that 'the limited research on groupware in multicultural contexts tends to identify cultural differences as a 'problem'' [p. 249]. What constitutes a multi-cultural context is at issue: the class can become the site for cultural production (Hewling 2005).

Methodology
Consistent with an interpretive study, qualitative data from student postings and interviews was collected, along with quantitative data from activity logs. A total of 32 interviews were done with postgraduate students [n=23] and module leaders [n = 9], November 2005 - May 2006.

Interview questions were arranged under three broad categories, as follows: Cultural Background; Academic Background and Previous Online Learning Experience; and Current Studies and Online Experience on their current programme. One of the most significant aspects of the last category is to identify the interplay between data from the first two categories.

Initial analysis revealed relationships between the arrangement of the VLE space, student interactions with it, and impact on their learning experiences. Blackboard is organised hierarchically, and some students used it only for assessed activities, finding it difficult to understand and time-consuming. In addition they found the design of space and the portal itself, to be poor, preferring to use other tools such as Instant Messaging and emails for communication, although in general they found that online was a more relaxed way of learning. In the absence of a translating feature in the VLE, students improvised and used multilingual word processing software to translate.

References
Hewling, Anne [2005]. Culture in the Online Class: Using Message Analysis to Look Beyond Nationality-Based Frames of Reference. Journal of Computer-Mediated Communication; 11:1; article 16. [Online] Available from: http://jcmc.indiana.edu/vol11/issue1/hewling.html [Accessed: 3rd February, 2006]

Walsham, G. 2001, 'Making a World of Difference: IT in a Global Context', John Wiley and Sons Ltd.

ID Number: 1319

Date: Tuesday, 4th September 2007

Time: 1415

Location: Law and Social Sciences Building, Room B62

Theme: Learning and internationalism

Presentation: KROBALT_CONFERENCE_ONLINE_12.09.07.ppt (The file which you can access from this link is the responsibility of the author of the Abstract to which the file relates, not ALT.