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Journal articles on the topic 'Multi-cultural learning'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Hu, Xueyan. "English Film Appreciation: Multi-Dimensional Cultural Learning." International Journal of Language and Linguistics 1, no. 4 (2013): 178. http://dx.doi.org/10.11648/j.ijll.20130104.22.

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Enger, Kathy, and Denise Lajimodiere. "A multi‐cultural transformative approach to learning." Multicultural Education & Technology Journal 5, no. 3 (2011): 176–93. http://dx.doi.org/10.1108/17504971111166910.

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Lazarinis, Fotis, Ioannis Boididis, Lefteris Kozanidis, and Dimitris Kanellopoulos. "An adaptable multi-learner serious game for learning cultural heritage." Advances in Mobile Learning Educational Research 2, no. 1 (2022): 201–15. http://dx.doi.org/10.25082/amler.2022.01.004.

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The current study presents an adaptable light game engine, which is used to produce interactive educational settings focused on cultural heritage. The tool is implemented using inexpensive and open source technologies. In this paper we first discuss the architecture of the application and we then present two games developed by using the proposed engine. The produced games are multi-user and support the collaboration and communication among learners and among learners and instructors. Learners earn marks, badges and certificates as they study the material and complete the quizzes. Various evalu

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Liang, Amy, and Robert J. McQueen. "Computer Assisted Adult Interactive Learning in a Multi-Cultural Environment." Adult Learning 11, no. 1 (1999): 26–29. http://dx.doi.org/10.1177/104515959901100108.

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Bekele, Mafkereseb Kassahun, Erik Champion, David A. McMeekin, and Hafizur Rahaman. "The Influence of Collaborative and Multi-Modal Mixed Reality: Cultural Learning in Virtual Heritage." Multimodal Technologies and Interaction 5, no. 12 (2021): 79. http://dx.doi.org/10.3390/mti5120079.

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Studies in the virtual heritage (VH) domain identify collaboration (social interaction), engagement, and a contextual relationship as key elements of interaction design that influence users’ experience and cultural learning in VH applications. The purpose of this study is to validate whether collaboration (social interaction), engaging experience, and a contextual relationship enhance cultural learning in a collaborative and multi-modal mixed reality (MR) heritage environment. To this end, we have designed and implemented a cloud-based collaborative and multi-modal MR application aiming at enh

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Kingston, Carol. "Wholeness in Language Learning." Spicer Adventist University Research Articles Journal 2, no. 1 (2023): 41–58. http://dx.doi.org/10.56934/sauraj.v2i1.141.

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Understanding the reading and writing of L2 learners has been always a challenge for language teachers (de Jong & Harper, 2005; Hyland, 2007; Spack, 1988). The Morpheme Order Studies and Language Transfer Theory have confirmed the challenges of L2 learners, especially among multicultural students (Krashen, 1982; & Cziko, 1978; Goldschneider & DeKeyser, 2002; Lowie & Verspoor, 2007; Nunan, 2009; Spencer, 2003). Teaching such L2 learners require immense theoretical, practical and subsequently a wholistic approach (Kumaravadivelu, 2000). This qualitative study (case study) seeks t

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Wuryantoro, Aris. "Learning Translation and Multi-culture to Reduce Social Conflict." Social Sciences, Humanities and Education Journal (SHE Journal) 1, no. 1 (2020): 26. http://dx.doi.org/10.25273/she.v1i1.5855.

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<p>This study aims to describe the role of learning translation with enhancing multi-culture understanding to reduce social conflict in society. This study used descriptive qualitative method by using documentation technique in collecting data. The source of the data are documentations in the form of intralingual and interlingual translation. The result of the study reveals that translation has four aspects, there are meaning, grammatical structure, communication situation, and cultural context. Besides, translation is closely related to cultural context aspect because translation contai

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Onosu, Oghenebruphiyo Gloria. "Cultural Immersion: A Trigger for Transformative Learning." Social Sciences 9, no. 2 (2020): 20. http://dx.doi.org/10.3390/socsci9020020.

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This study examines the cultural immersion experience of 26 students who participated in either a study abroad program (SAP) or global service learning program (GSL). Specifically, the study investigates the transformative learning before, during, and after cultural immersion and the impact it had on participants’ attitudes toward diverse others. The findings indicate that attitude change during and after the cultural immersion experience is a multi-dimensional and unique process that differs for individuals. Additionally, the results suggest that during cultural immersion, certain program fac

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Bekele, Mafkereseb Kassahun. "Clouds-Based Collaborative and Multi-Modal Mixed Reality for Virtual Heritage." Heritage 4, no. 3 (2021): 1447–59. http://dx.doi.org/10.3390/heritage4030080.

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Recent technological advancements in immersive reality technologies have become a focus area in the virtual heritage (VH) domain. In this regard, this paper attempts to design and implement clouds-based collaborative and multi-modal MR application aiming at enhancing cultural learning in VH. The design and implementation can be adopted by the VH domain for various application themes. The application utilises cloud computing and immersive reality technologies. The use of cloud computing, collaborative, and multi-modal interaction methods is influenced by the following three issues. First, studi

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Jorgji, Stela, Ainash Davletova, Sandugash Assylbekova, et al. "A Cross-Cultural Study of University Students’ e-Learning Adoption." Emerging Science Journal 8, no. 3 (2024): 1060–74. http://dx.doi.org/10.28991/esj-2024-08-03-015.

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This study aims to investigate the differences in e-learning adoption among university students in Indonesia, Albania, Russia, and Kazakhstan and examine the role of cultural dimensions in explaining these differences. This research draws upon Hofstede’s Cultural Dimensions Theory to explore the impact of culture on e-learning adoption in diverse global contexts. A cross-sectional survey was conducted with a sample of university students from the four countries, and the data were analyzed using structural equation modeling (SEM) and multi-group analysis (MGA) techniques. The findings reveal si

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Lertnattee, Verayuth, and Sinthop Chomya. "Using a Learning Tool for Improving Results from a Multi-Lingual and Multi-Cultural Herbal Search Engine." Advanced Materials Research 1030-1032 (September 2014): 1859–63. http://dx.doi.org/10.4028/www.scientific.net/amr.1030-1032.1859.

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Traditional Thai medicine has been influenced by several cultures, especially from China and India. It is hard to search herbal information we need using a simple keyword, e.g., a common name of a language. In this paper, the KUIHerbRx2014, a multi-lingual and multi-cultural learning tool for herbal information, is introduced. Herb identification, herbal vocabulary, medicinal usages and reliable references, can be collected from this system. Mechanisms of utilizing this tool for improving results from a multi-lingual and multi-cultural herbal search engine are also proposed: (1) providing a se

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Ryu, Sookyoung, and Youngwoo Kim. "From Unity to Harmony in Diverse World through Global Service-Learning: A Case Study from Korea." SHS Web of Conferences 59 (2018): 01028. http://dx.doi.org/10.1051/shsconf/20185901028.

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The purpose of this study is to explore the effect on the development of participant students through Global Service-Learning (GS-L) as global citizens in this diverse world. In multi-cultural and multi-racial contries people has good ways to live in harmony with others different. In Korea, they live in unity with one rational background and with the only one language. The GS-L in Malaysia allowed nine Korean students to have more involved in Malaysian real lives through homestay and cultural exchange program. This cultural exchange program contributed to the better global citizenship educatio

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Latrous, Wijdène Ouerghi, and Manel Khadraoui. "Cultural Challenges of E-Learning Experiences." International Journal of E-Services and Mobile Applications 12, no. 3 (2020): 18–37. http://dx.doi.org/10.4018/ijesma.2020070102.

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Globalization and advances in information and communication technologies have increased the diversification of the characteristics of targeted students. The cultural diversity of users benefits learning but challenges institutions. In this context, we are trying to identify the cultural dimensions that influence the e-learning experience of users from different cultures. As we are interested in the meaning given by users to their experiences, we have conducted a qualitative study with 15 teachers and learners in a multi-cultural context. The content analysis showed the existence of four dimens

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Warshaw, Janice Smith, Peter Crume, and Hilda Pinzon-Perez. "Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence." International Journal of Multicultural Education 22, no. 3 (2020): 50. http://dx.doi.org/10.18251/ijme.v22i3.2413.

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This article explores the experiences of Spanish-speaking heritage language university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service-agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their own multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between

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Efendi, Efendi, and Bartholomeus Budiyono. "Religious and Multi-cultural Values in Character-Based English Education." JET ADI BUANA 4, no. 2 (2019): 106–20. http://dx.doi.org/10.36456/jet.v4.n2.2019.2073.

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The present study portrayed the discourse product When English Rings the Bell presumably containing religious and cultural information as extended values and the teachers’ integration of the information into classroom, manifesting character-based English education herewith. Under quantitative and qualitative descriptive research design, it unfolded religious information to encompass more lexical units of English words (153 events), fewer Indonesian (9), and few non-lexical units of images (65). Meanwhile, multi-cultural information included more lexical units of English words (99 events), fewe

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Guan, Yingnan, and Mark Anthony G. Sumanoy. "Reforms of Art Design Education under the Multi-Cultural Background." Journal of Education and Educational Research 5, no. 1 (2023): 81–84. http://dx.doi.org/10.54097/jeer.v5i1.11719.

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During the present era of globalization, the discernible trend of cultural diversification has come to the forefront. This research aims to study the adaptation of both teaching methods and instructional content to align with the demands of contemporary multicultural advancement. The proposition involves a shift away from teacher-centric instruction towards a student-centered approach, thereby accentuating the students' active role and endorsing an approach that places students at the core of learning. Through the avenue of multicultural art design education, students are allowed to intimately

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Arnab, Sylvester, Ludmila Walaszczyk, Mark Lewis, and Sarah Kernaghan-Andrews. "Designing Mini-Games as Micro-Learning Resources for Professional Development in Multi-Cultural Organisations." Electronic Journal of e-Learning 19, no. 2 (2021): 44–58. http://dx.doi.org/10.34190/ejel.19.2.2141.

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The need for self-directed learning for professional development drives an increase in the delivery of easy to use ‘just-in-time’ resources that respond to the often-dynamic workplace and work culture. This is especially important in the era of globalisation, when the number of employees, who are culturally diverse, increases each year. Most medium and large companies operate in an international environment, and this is due to the expansion of international enterprises with branches in various countries that requires cooperation with foreign clients, and the employment of foreign nationals in

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Grosskopf, Sina, and Christoph Barmeyer. "Learning from multi-paradigmatic sensitivity in cross-cultural management? Empirical and theoretical considerations." International Journal of Cross Cultural Management 21, no. 2 (2021): 181–202. http://dx.doi.org/10.1177/14705958211019437.

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Paradigms are basic assumptions about how social reality is perceived, understood and explained. Whereas most research is based on a single paradigm, few empirical papers show the advantages of using multiple paradigms within a study. This article pleads for multi-paradigm studies in cross-cultural management research in order to reach a more multifaceted representation of cultural phenomena. This is particularly consistent with the field of cross-cultural management, because it would be ethnocentric to consider intercultural situations only from one perspective, usually that of one’s own cult

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Cheng, Yue, and Weizhen Chen. "Cultural Perception of Tourism Heritage Landscapes via Multi-Label Deep Learning: A Study of Jingdezhen, the Porcelain Capital." Land 14, no. 3 (2025): 559. https://doi.org/10.3390/land14030559.

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In the face of rapid progress in heritage preservation and cultural tourism integration, landscape planning in historic cities is pivotal to showcasing regional identities and disseminating cultural value. However, the complexity of cultural characteristic identification and the imbalance in planning often restrict the progress of urban development. Additionally, existing studies predominantly rely on subjective methods and focus on a single cultural attribute, highlighting the urgent need for research on diversified cultural perception. Using Jingdezhen, a renowned historic cultural city, as

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Sharma, Rom Nath. "Cross-Cultural Context in ELT in Nepal." Siddhajyoti Interdisciplinary Journal 5, no. 1 (2024): 97–106. http://dx.doi.org/10.3126/sij.v5i1.63603.

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This study explored the teachers’ practices of English Language Teaching (ELT) in cross-cultural context. Two teachers teaching English at secondary level schools located at Kapilvastu Municipality, Kapilvastu District were interviewed through zoom meeting to excavate the findings. While teaching in the multi-cultural classroom, teacher participants experienced communication misunderstandings and misinterpretations of the meaning due to the cultural differences of the students. Teachers were in need of the trainings for developing their professionalism in teaching effectively to multicultural

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He, Lin, Quan Wei, Mengting Gong, Xiaofei Yang, and Jianming Wei. "Multi-Source Feature-Fusion Method for the Seismic Data of Cultural Relics based on Deep Learning." Sensors 24, no. 14 (2024): 4525. http://dx.doi.org/10.3390/s24144525.

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The museum system is exposed to a high risk of seismic hazards. However, it is difficult to carry out seismic hazard prevention to protect cultural relics in collections due to the lack of real data and diverse types of seismic hazards. To address this problem, we developed a deep-learning-based multi-source feature-fusion method to assess the data on seismic damage caused by collected cultural relics. Firstly, a multi-source data-processing strategy was developed according to the needs of seismic impact analysis of the cultural relics in the collection, and a seismic event-ontology model of c

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Titus, Simone, and Dick Ng'ambi. "Digital Gaming for Cross-Cultural Learning." International Journal of Game-Based Learning 13, no. 1 (2023): 1–20. http://dx.doi.org/10.4018/ijgbl.331995.

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Although game-based learning has gained significant attention in higher education globally, it is difficult to harness its engagement and interactions to improve student success. This paper argues that the use of digital games has the potential to interrupt social practices and increase engagement and interaction, thereby fostering meaningful learning. Using a mixed-method design, a digital game was used in a sport studies programme, involving 106 participants, over a two-year period. Data were collected through surveys, focus group discussions, and reflective blog posts. Structuration theory

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Williams, Lewis. "Indigenous Intergenerational Resilience and Lifelong Learning: Critical Leverage Points for Deep Sustainability Transformation in Turbulent Times." Sustainability 16, no. 11 (2024): 4494. http://dx.doi.org/10.3390/su16114494.

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Rapidly changing conditions and the complexity and interconnectedness of global challenges means that learning across the lifespan is more important than ever. Equally critical are sustainable planetary futurities and associated pedagogical practices which reach beyond the imposition of settler temporalities, modernist technological solutions, and western cognitive imperialism as a means of responding to our cultural-ecological crisis. Pedagogical practices must actively work with diverse generational realities and impacts associated with the cultural, ecological, and climate emergency. This p

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Baker, Lottie L., Laura B. Liu, and Natalie B. Milman. "International Conceptualizations of Diversity in Multi-Cultural Teacher Preparation." International Journal of Information Communication Technologies and Human Development 8, no. 3 (2016): 16–33. http://dx.doi.org/10.4018/ijicthd.2016070102.

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This literature review updates and expands the authors' previous synthesis of empirical research on pre-service multicultural teacher preparation (MTP) conducted from 2006-2011 in settings outside the U.S. (Liu, Baker, & Milman, 2014). In this review, the authors synthesized research conducted from 2006-2015 about (a) how diversity is conceptualized in teacher education, and (b) how MTP is practiced across international settings. Their analysis demonstrates that researchers in non-U.S. settings conceptualized diversity as: (a) unspecified or undefined; (b) connected to self; and (c) a soci

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Singh, Herveen, Fatima Bailey, Jenny Eppard, and Kara McKeown. "Partners in learning: ‘An exploration of multi-cultural faculty and Emirati students' perspectives of university learning experiences’." Learning, Culture and Social Interaction 31 (December 2021): 100564. http://dx.doi.org/10.1016/j.lcsi.2021.100564.

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Kim, Hye Jeong. "A Study on Multicultural Learning Using Movies for College Students." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 9 (2024): 233–43. http://dx.doi.org/10.22251/jlcci.2024.24.9.233.

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Objectives This study emphasizes the usefulness of various films for multicultural learning and analyzes learners' perceptions of multicultural education through movies. Methods For this purpose, the research’s video media centered on Paddington, which helps pupils understand the process of adapting to other cultures, and Serial Bad Weddings, which highlights cultural differences between countries. The teaching procedure consisted of four stages: The cultural preparation stage, the cultural under-standing stage, the cultural organization stage, and the self-evaluation stage. Learners used a se

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Santaridou, Vasiliki, and Luke Prodromou. "Teaching and learning in a multi-cultural school in Thessaloniki: A case study." Training Language and Culture 2, no. 3 (2018): 42–54. http://dx.doi.org/10.29366/2018tlc.2.3.3.

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McCroskey, James C., Joan M. Fayer, Virginia P. Richmond, Aino Sallinen, and Robert A. Barraclough. "A multi‐cultural examination of the relationship between nonverbal immediacy and affective learning." Communication Quarterly 44, no. 3 (1996): 297–307. http://dx.doi.org/10.1080/01463379609370019.

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Vossoughi, Shirin, and Kris D. Gutiérrez. "Studying Movement, Hybridity, and Change: Toward a Multi-sited Sensibility for Research on Learning across Contexts and Borders." Teachers College Record: The Voice of Scholarship in Education 116, no. 14 (2014): 603–32. http://dx.doi.org/10.1177/016146811411601413.

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This chapter brings together cultural-historical approaches to human development with interpretive and multi-sited ethnography in order to: (1) develop ethnographic tools that attend to the ways young people learn within and across multiple contexts; (2) draw from and contrast the methodological insights of single and multi-sited ethnography; and (3) glean principles that help constitute a “multi-sited sensibility” appropriate for taking a more expansive approach to learning that advances conceptions of learning as movement.

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Mujtaba, Bahaudin, and Gimol Thomas. "Leading And Managing Disparate Generations In Cross-Cultural Learning Organizations." College Teaching Methods & Styles Journal (CTMS) 1, no. 1 (2011): 41. http://dx.doi.org/10.19030/ctms.v1i1.5218.

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The enclosed literature focuses on learning about the various generations of the workforce and techniques that employers can utilize to organize collaborative teams in todays multigenerational and multicultural workplaces. Trainers and teachers can use this material to provide effective skills for managers that deal with a multi-generation of employees. Furthermore, educators can use appropriate teaching techniques with different generations of students since teachers of working adults are likely to have diverse generations of learners in their classes. There are at least four different genera

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Huang, Yan, and Xianqing Xia. "Cross-Cultural Education and College English Speculative Reading Teaching in Multi-Modal Theoretical Environment." Journal of Environmental and Public Health 2022 (September 8, 2022): 1–10. http://dx.doi.org/10.1155/2022/7672692.

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Due to the extensive development of globalization, the ethnic makeup of the world is becoming more and more complex, and the issue of cultural diversity has emerged as a key concern for all nations’ educational systems. Cross-cultural education is an educational prescription for many western countries to deal with cultural diversity and strengthen national cohesion in order to address this issue and promote mutual respect, understanding, and communication between different groups and individuals. One of the most recent developments in global education is cross-cultural education, which has als

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Aziza, Kulmamatova. "HOW USING REALIA CAN HELP MAKE LEARNING FUN ACTIVITY." European International Journal of Philological Sciences 4, no. 6 (2024): 16–18. http://dx.doi.org/10.55640/eijps-04-06-04.

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This article explores the use of realia, or real-life objects, as a tool to make learning a fun and engaging activity. By incorporating realia into educational activities, educators can create immersive learning experiences that captivate students' interest and deepen their understanding of the subject matter. From tangible learning to multi-sensory experiences and cultural understanding, realia offers numerous benefits that enhance the learning process. Drawing on research and practical examples, this article highlights the effectiveness of using realia in education and provides insights into

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Minaldi, Idham, and Pantius Drahen Soeling. "Leadership Development Program for Indonesia Government: Literature Review." Enrichment: Journal of Multidisciplinary Research and Development 3, no. 2 (2025): 235–42. https://doi.org/10.55324/enrichment.v3i2.373.

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Indonesia’s public-sector leadership needs programs that combine essential skills with local cultural norms. Using a SALSA-guided systematic review of ten empirical studies, the identified five themes: building strategic, communication, and adaptive competencies; integrating cultural; delivering via blended workshops, e-learning, and action projects; evaluating through Kirkpatrick’s four levels; and aligning with institutional strategy. Effective programs employ culturally tailored, blended formats, rigorous multi-level assessment, and linkage to talent pipelines. Future research should measur

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Sanchez Bengoa, Dolores, Stephane Ganassali, Hans Ruediger Kaufmann, et al. "Shared experiences and awareness from learning in a student multicultural environment." Journal of International Education in Business 11, no. 1 (2018): 27–42. http://dx.doi.org/10.1108/jieb-01-2017-0006.

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Purpose This paper aims to analyze the skills and attitudes development of multicultural teams. In todays’ environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students’ progress i

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Youngcook Jun and Lee AReum. "Formative Evaluation of STEAM Convergent Experiential Learning in a Multi-Cultural Global Bridge Program." Journal of Education & Culture 24, no. 1 (2018): 527–47. http://dx.doi.org/10.24159/joec.2018.24.1.527.

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Eun -Joo Jeon. "Comparative Study in the Korean Seaching-Learning between Multi-Cultural and Ordinary Korean Learners." korean language education research ll, no. 34 (2009): 117–50. http://dx.doi.org/10.20880/kler.2009..34.117.

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Wu, Yali. "Classification of Ancient Buddhist Architecture in Multi-Cultural Context Based on Local Feature Learning." Mobile Information Systems 2022 (May 23, 2022): 1–11. http://dx.doi.org/10.1155/2022/8952381.

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Ancient Buddhist architecture plays an important role in the development of Chinese architectural culture. Under the background of multiculturalism, the ancient Buddhist architectural style has also been influenced to varying degrees. In order to realize automatic classification of ancient Buddhist architecture under multi-cultural background, this paper proposes an automatic classification algorithm based on local feature learning. Firstly, the ancient Buddhist architecture images are gridded, so that the backbone network can obtain relatively flat ancient Buddhist architecture image blocks.

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Ogunbase, Adewunmi Obafemi. "THE CHALLENGES FACING SMART TECHNOLOGY USE IN THE IMPLEMENTATION OF ELECTRONIC EDUCATION AND EXPORT EDUCATION." SOCIETY. TECHNOLOGY. SOLUTIONS. Proceedings of the International Scientific Conference 1 (April 17, 2019): 19. http://dx.doi.org/10.35363/via.sts.2019.15.

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INTRODUCTION There are several socio-political challenges facing the choice of multi-media and ICT use for the implementation and acceptance of electronic education and export education (e-education) as new smart technologies are applied to the teaching-learning process of higher education (HE) institutions. As a result of a proliferation of smart technologies use in this domain, there is a need for smart educational institutions to export education through electronic education across their international boundaries and for them to assess the socio-political problems facing this form of d

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Ryu, Sook Young, and In Sook Kim. "A Case Study of Collaborative Learning Coaching in University Global Service-Learning." Korea Association of Education Consulting and Coaching 2023, no. 10 (2023): 5–21. http://dx.doi.org/10.31137/ecc.2023.0.1.5.

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The purpose of this case study was to derive implications for the application of collaborative learning coaching in university Global Service-Learning(GS-L). Data were collected through self-evaluation surveys before and after class, and post-class reflection reports. They are analyzed through paired-sample t-tests and categorization focused on important events. The results are as follows. First, all factors of global community consciousness, multinational consciousness, and civic consciousness were found increased after GS-L activities, and civic consciousness increased statistically signific

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Dibazar, Pedram, and Murray Pratt. "Expecting and Facilitating the Unexpected." Teaching Anthropology 9, no. 2 (2020): 9–16. http://dx.doi.org/10.22582/ta.v9i2.507.

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This paper outlines and interrogates the processes informing the design, teaching and learning of Culture Lab, an intensive field class designed to foster experimental learning in anthropology and cultural studies. The course’s object of study and site of learning is the European Capital of Culture (ECoC) and its multiple associations – the phenomenon, the city, and the forms of participation, debates and instances of urban change that occur during a specific iteration. It draws on problem-based and participatory approaches to learning and advocates approaches to teaching cultural anthropology

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Wild, Sonja, Simon J. Allen, Michael Krützen, Stephanie L. King, Livia Gerber, and William J. E. Hoppitt. "Multi-network-based diffusion analysis reveals vertical cultural transmission of sponge tool use within dolphin matrilines." Biology Letters 15, no. 7 (2019): 20190227. http://dx.doi.org/10.1098/rsbl.2019.0227.

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Behavioural differences among social groups can arise from differing ecological conditions, genetic predispositions and/or social learning. In the past, social learning has typically been inferred as responsible for the spread of behaviour by the exclusion of ecological and genetic factors. This ‘method of exclusion’ was used to infer that ‘sponging’, a foraging behaviour involving tool use in the bottlenose dolphin ( Tursiops aduncus ) population in Shark Bay, Western Australia, was socially transmitted. However, previous studies were limited in that they never fully accounted for alternative

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USAKLI, Hakan. "Characteristics of English Teachers when Training Global Multi Cultural Students (Sinop Sample)." English Language Teaching 4, no. 1 (2011): 51. http://dx.doi.org/10.5539/elt.v4n1p51.

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Language teaching, particularly English language teaching was discussed in this study. That is why it is integral to the globalization. The study demonstrates that problems addressed from the aspects of administration, educational program and psychology can indeed be generalized to all. This study is conducted according to qualitative research methods. 60 English teachers explained their ideas on qualifications and teaching standards. As a conclusion, it was emphasized that English learning is a life style rather than simply being a preparation for passing examination. It is recommended for re

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Thowfeek, Mohamed Hussain, and Azizah Jaafar. "The Influence of Cultural Factors on the Adoption of E-Learning: A Reference to a Public University in Sri Lanka." Applied Mechanics and Materials 263-266 (December 2012): 3424–34. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.3424.

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The study investigated the factors influencing e-learning adoption behavior of instructors of a public university in Sri Lanka. The analysis of various models used to study the adoption behavior reveals that cultural factors were neglected. Therefore an e-learning adoption model was proposed considering cultural factors and the model was tested among instructors. The findings of this research have significant effects on the suitability of adopting an e-learning system at this university. However it is recommended that this study should be extended to include instructors belonging to multi-ethn

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Wei, Fei, and Yankun Zhou. "Innovative Application of Excellent Traditional Chinese Culture in Moral Education in the Era of Big Data in Universities." Advances in Education, Humanities and Social Science Research 13, no. 1 (2025): 451. https://doi.org/10.56028/aehssr.13.1.451.2025.

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To address the issues of low knowledge dissemination efficiency and insufficient learning interest in traditional cultural education, this study designed and implemented an intelligent teaching system based on deep learning. The system constructed a multi-modal resource library using the BERT model, achieving intelligent processing of 850,000 ancient literature articles with a knowledge association accuracy rate of 89.5%. Through adaptive learning algorithms, personalized teaching was provided, and students' knowledge mastery increased by 38.7%. The system supports concurrent access for 50,000

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Wei, Xushan. "How Educational Intercultural Bilingualism has shaped indigenous people language learning in Mexico: Decolonial challenges." Journal of Language Teaching 3, no. 3 (2023): 1–7. http://dx.doi.org/10.54475/jlt.2023.003.

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Educational Intercultural Bilingualism (EIB), this approach to language education in multi-ethnic integration countries has received attention from a wide range of experts and scholars. This is because the right to be educated in one's mother tongue and to speak a dialect based on indigenous people often does not coexist with the official language of cultural identity at the national level. Better inclusion and valuing the place of indigenous people in the national cultural identity makes language education a social movement for equity and adaptation progress. This paper will focus on the EIB

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Bai, Yun, Jie Wang, Tingting Chen, and Fuli Li. "Learning from supervisor negative gossip: The reflective learning process and performance outcome of employee receivers." Human Relations 73, no. 12 (2019): 1689–717. http://dx.doi.org/10.1177/0018726719866250.

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Workplace gossip is generally viewed as a deviant behavior that negatively affects the work outcomes of employees. However, we argue that this negative view is incomplete. Drawing on the cultural learning perspective of gossip and social learning theory, we examine how the job performance of employee receivers benefits from supervisor negative gossip through reflective learning. On the basis of multi-source, cross-sectional designs, Studies 1 and 2 consistently find that supervisor negative gossip facilitates employee receiver reflective learning and subsequent job performance when controlling

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Chang Alexander, Kristofer, Stewart Chang Alexander, Luke T. Ingersoll, et al. "Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design." Frontiers: The Interdisciplinary Journal of Study Abroad 33, no. 1 (2021): 106–28. http://dx.doi.org/10.36366/frontiers.v33i1.497.

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This study used a quasi-experimental design to compare the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention. Social Learning Theory guided a 9-week student-centered cultural learning course focused on attention, retention, and reproduction of each CQ domain. After the course, students had opportunities to practice their CQ abilities while studying abroad. Pre-assessment CQ determined an individualized learning plan. Reflective journaling and cultural mentoring w

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Kirby, Jon P. "Language and Culture Learning IS Conversion … IS Ministry." Missiology: An International Review 23, no. 2 (1995): 131–43. http://dx.doi.org/10.1177/009182969502300201.

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Today, learning languages and cultures is more important than ever before, especially for the missioner. A new brand of multi-cultural missioner is needed: one who ministers cross-culturally as a bridge builder, a catalyst, an innovator, an explorer, and a friend of the poor. Learning languages and cultures, and becoming bi-cultural are more than a preparation for intercultural ministry—they are already ministry. By this learning process missioners grow in a new faith as they explore new realities, expand their horizons, and experience new bi-cultural identities. The “learner role” nourishes t

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Goldstein, Anat, and Ruti Gafni. "Learning Entrepreneurship through Virtual Multicultural Teamwork." Issues in Informing Science and Information Technology 16 (2019): 277–305. http://dx.doi.org/10.28945/4332.

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Aim/Purpose: This paper explores the benefits and challenges of experiencing virtual multi-cultural teamwork in order to learn entrepreneurship. Background: Entrepreneurial eco-system usually requires working in international, virtual multi-cultural diverse teams. Higher education institutes are trying to educate future generation of entrepreneurs, coping with challenges derived from the virtual work and cultural diversity. Prior research shows that traditional learning is not effective for entrepreneurial education. Methodology: An explorative study was conducted based on the BIPA project, a

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Sooki, Sepide, nasrin bagheri, narges babakhani, and Mina Mojtabaee. "Providing an Academic Achievement Prediction Model Based on Self-Regulated Learning and Family Cultural Capital with the Mediating Role of Attitude toward Learning in High School Students in Tehran." Journal of Cognition, Behavior, Learning 1, no. 1 (2024): 71–88. https://doi.org/10.61838/jcbl.1.1.6.

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The aim of this study was to provide a model for predicting academic achievement based on self-regulated learning and family cultural capital with the mediating role of attitude toward learning in high school students in Tehran. This descriptive-correlational study was conducted on high school students in Tehran during the 2023-2024 academic year. A sample of 300 students was selected through multi-stage cluster sampling. Data collection tools included Bourdieu’s Cultural Capital Questionnaire (1973), Bouffard et al.’s Self-Regulation Questionnaire (2015), Lewis’s Attitude toward Learning Ques

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