Does considering different cultures make online distance learning better? a study of stu-dent satisfaction
DOI:
https://doi.org/10.48017/dj.v9i3.3080Keywords:
Cultural diversity, online distance learning, flexible learning, multicultural education, e-learning frameworksAbstract
As online distance learning (ODL) becomes a staple of modern education, ensuring student satisfaction with its frameworks is paramount. This study investigates the impact of cultural diversity on student satisfaction with various aspects of ODL. Employing a quantitative methodology, the study surveyed students to measure their cultural diversity awareness and satisfaction levels with ODL organization, course design, and technology. The findings indicate that students have a high level of cultural diversity awareness, with general weighted mean of 3.87 Satisfaction levels varied across different aspects of ODL. With organization receiving a mean score of 3.05, course design 3.16, and technology 2.94. A moderate positive correlation was found between cultural diversity awareness and satisfaction with ODL frameworks (r=.59 for organization, r=.54 for course design, and r=.49 for technology, all p<.05). furthermore, cultural diversity awareness was found to be a significant predictor of satisfaction with ODL frameworks, explaining 34% of the variance in organization satisfaction, 29% in course design, and 24% in technology satisfaction. These results highlight the critical role of cultural diversity awareness in enhancing student satisfaction with online distance learning and suggest that incorporating culturally responsive elements into ODL frameworks can significantly improve the online learning experience.
Metrics
References
Al-Obaydi, L. H. (2019). Cultural Diversity, Awareness and Teaching: A Study in an EFL context. The Journal of Asia TEFL, 16(3), 987–995. https://doi.org/10.18823/asiatefl.2019.16.3.15.987
Banks, J. A. (2014). An introduction to multicultural education (5th ed.). Pearson.
Bordios, R.J., Astroquillo, N.R., Cadangin, M.A., Dubpaleg, B.E., Elardo, B.J., & Gellado, I.J. (2022). Perceived challenges and satisfaction of education students in online distance learning. European Journal of Education Studies. DOI: 10.46827/ejes.v9i8.4400
Bozkurt, A., Yazıcı, M., & Aydın, I. E. (2021). Cultural diversity and its implications in online networked learning spaces. In IGI Global eBooks (pp. 1823–1849). https://doi.org/10.4018/978-1-7998-8047-9.ch091
Bueno-Alastuey, M. C., & Kleban, M. (2016). Matching linguistic and pedagogical objec-tives in a telecollaboration project: a case study. https://eric.ed.gov/?id=EJ1084791
Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. SAGE Open, 6(3), 215824401666074. https://doi.org/10.1177/2158244016660744
Conole, G. (2004). E-Learning: the hype and the reality. Journal of Interactive Media in Education, 2004(2), 21. https://doi.org/10.5334/2004-12
Gray, J. A., & DiLoreto, M. D. (2016). The Effects of Student Engagement, Student Satis-faction, and Perceived Learning in Online Learning Environments. NCPEA Inter-national Journal of Educational Leadership Preparation, 11(1). https://files.eric.ed.gov/fulltext/EJ1103654.pdf
Hannon, J., & D’Netto, B. (2007). Cultural diversity online: Student engagement with learning technologies. International Journal of Educational Management, 21(5), 418-432. DOI: 10.1108/09513540710760192
Heiman, G. (2013). Basic Statistics for the Behavioral Sciences. Cengage Learning.
Hew, K. F. (2013, June 1). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Learning & Technology Library (LearnTech-Lib). https://www.learntechlib.org/p/113566/
Kuo, Y. C., Walker, A., Schröder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50. DOI: 10.1016/j.iheduc.2013.
Landrum, B., Bannister, J. F., Garza, G., & Rhame, S. (2020). A class of one: Students’ satisfaction with online learning. Journal of Education for Business, 96(2), 82–88. https://doi.org/10.1080/08832323.2020.1757592
Lobaina, O. (2016). A comparative analysis of cultural diversity satisfaction scores of un-dergraduate students in an online learning environment. Doctoral Dissertations and Projects, 1149.
Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality Issues of Online Distance Learning. Procedia - Social and Behavioral Sciences, 237, 685–691. DOI: 10.1016/j.sbspro.2017.02.043
McCrindle, M. (2014). The ABC of XYZ: Understanding the Global Generations.
Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. International Journal of Indian Psychology, 8(2). https://doi.org/10.25215/0802.094
Nolasco, C. E. (2022, February 2). Online distance learning: the new normal in educa-tion. eLearning Industry. https://elearningindustry.com/online-distance-learning-the-new-normal-in-education
Parker, K., Graf, N., Igielnik, R. (2019). Generation Z Looks a Lot Like Millennials on Key Social and Political Issues. Pew Research Center. https://www.pewresearch.org/social-trends/2019/01/17/generation-z-looks-a-lot-like-millennials-on-key-social-and-political-issues/
Precones, M. C. D., Orlando Jr, A., Iglesia, J. I., Moreno, J. M. D., Royo, M. C. R., Saba, P. P. I., & Gumiran, I. C. (2023). The utilization of RTU flexible learning system (e-RTU) in relation to the academic performance.
Sachs, D. (2019). Pace university’s focus on student satisfaction with student services in online education. Online Learning, 7(2). DOI: http://dx.doi.org/10.24059/olj.v7i2.1852
Special Populations and CTE Illinois Leadership Project. (2016). Cultural diversity self-assessment. Retrieved on August 2022 from https://edge.sagepub.com/sites/default/files/9.3_cultural_diversity_awareness_questionnaire.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Melvin Ambida
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
