Academic literature on the topic 'Multicultural education – Zimbabwe – Cross-cultural studies'
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Journal articles on the topic "Multicultural education – Zimbabwe – Cross-cultural studies"
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Rudhumbu, Norman. "Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe." International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 146–62. http://dx.doi.org/10.26803/ijlter.19.12.8.
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The study investigated the mediating role of lecturers’ biographic factors and multicultural competences in the use of Culturally Responsive Pedagogies (CRPs) to effectively teach culturally diverse classrooms in universities. Studies show that culture has an influence on student learning and that if it is not effectively managed, it can affect how students learn. The study employed a quantitative approach that used structured questionnaires for data collection from a sample of 370 lecturers selected from six universities using a stratified random sampling strategy. Principal Component Analysis (PCA) was used for data purification. Data were analyzed using descriptive statistics, One-way ANOVA, multiple regression analysis, and correlation analysis. Results showed that verbal and non-verbal communication, cultural knowledge, classroom management, and student-teacher interaction significantly influenced the application of CRPs by university lecturers. It also emerged from the study that the application of CRPs has a significant effect on diversity management in universities. Results further showed that the use of CRPs by university lecturers is still work in progress due to a myriad of challenges they face chief among which is a lack of cultural competence skills. These results have implications to diversity management in university classrooms in particular as well as in universities in general.
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Saidi, Umali. "BaTonga Culture: A Rich Heritage." DANDE Journal of Social Sciences and Communication 2, no. 1 (January 1, 2017): 45–60. http://dx.doi.org/10.15641/dande.v2i1.40.
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There is a tendency in which so called ‘developed’ ethnic groups, given their economic, political and social advantage placing them at the ‘center’, are the chanters of development even for the groups considered to be at the periphery. Ironically, in heritage terms, so called marginalized groups have had much of their heritage less contaminated by forces of modernity as has been the case with much of the BaTonga culture. This article explores the BaTonga culture and heritage as the Zimbabwean aquaculture from which its consumption, preservation and use can benefit other ethical groups in the country. Using results from studies by Saidi (2016a) as well as complementary studies by Mashingaidze (2013) and Ndlovu (2013), this article establishes the richness of BaTonga culture which subsequently feeds the rich Zimbabwe multicultural heritage. The article argues that heritage utilization reflects the active participation of its owners pointing to the character of the culture making heritage management a priority for any African country seeking its true identity. Further, the article argues that a rich heritage is a shared commodity regardless of ethnic-specific dichotomies in oriented communities like Zimbabwe. Given this basis, the article shows that public spaces, media and the education curriculum are expected to uphold and incorporate all aspects of heritage such as BaTonga cultural realities in order to foster tolerance, acceptance as well as visibility and ultimately cultural and economic development of all ethnic groups in nation building.
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Ishmuradova, Izida I., and Alfiya M. Ishmuradova. "Multicultural Education of Students as an Important Part of Education." International Journal of Higher Education 8, no. 7 (October 28, 2019): 111. http://dx.doi.org/10.5430/ijhe.v8n7p111.
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This article is about the improvement of the cross-cultural interaction of students. It is dealt with some country studies projects. It is shown that country studies projects have a positive effect on the process of teaching students. The content of this article can be used to improve the process of teaching a foreign language. results showed that Multicultural competencies of the students are the component of the professional competencies. Country studies projects, namely: creative works and country studies educational festivals are the effective basis for the formation of multicultural competencies of students.
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Arsal, Zeki. "The examination of courses in the teacher education programs in terms of multicultural education." Journal for Multicultural Education 9, no. 4 (November 9, 2015): 263–75. http://dx.doi.org/10.1108/jme-11-2014-0035.
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Purpose – The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education. The teaching practices in the pedagogy courses of teacher education programs in the USA might have multicultural education principles, and they could be models for teacher educators in Turkey. In addition, this study can contribute to the cross-cultural studies on teacher education between the USA and Turkey. Design/methodology/approach – Ten teacher educators participated in the study; all of them had experience in teaching pedagogy courses in the early childhood teacher education program. Data were collected through semi-structured interviews. The open-ended questions were related to objectives, content, teaching methods and activities. Assessment procedures and methods were also asked from the participants to evaluate their teaching experiences in terms of multicultural education. Thematic analysis was used to examine data of the study. Findings – The results of the study revealed that there were differences between the objectives, content, teaching process and assessment methods of the courses in the teacher education programs in Turkey and the USA in terms of multicultural education. The results of this study revealed that the objectives, content, teaching process and assessment methods planned and implemented by teacher educators in the USA are more multicultural and multiethnic when compared with their counterparts in Turkey. Originality/value – This study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.
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Terra, Luke, and Patricia Bromley. "The Globalization of Multicultural Education in Social Science Textbooks: Cross-national Analyses, 1950–2010." Multicultural Perspectives 14, no. 3 (July 2012): 136–43. http://dx.doi.org/10.1080/15210960.2012.696980.
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Sánchez, Rebecca M., Blanca E. Araujo, and James O'Donnell. "Mediation, Resistance, and Resolve: Critical Pedagogy and Multicultural Education in a Cross-Cultural Context." Multicultural Perspectives 10, no. 3 (July 18, 2008): 133–41. http://dx.doi.org/10.1080/15210960802197615.
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Rumi, Jalaluddin. "CROSS CULTURE FERTILIZATION SEBAGAI BASIS PENGEJAWANTAHAN KESENIAN DALAM PENDIDIKAN." Tonika: Jurnal Penelitian dan Pengkajian Seni 1, no. 1 (November 26, 2018): 27–39. http://dx.doi.org/10.37368/tonika.v1i1.9.
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Cross Culture Fertilization by emphasising on a multicultural understanding in this article, studies the cultural diversity to foster the nation characters, as a basis to implement arts in education. The cultural approach through traditional arts in the education that has a competence in bringing an imaginative-room is a proposition of its idea. It is based on the implementation of elements of traditional arts to grow a natural awareness and to develop a cultural sensitivity on the basic school curriculum in the developed countries. Thus the development circumstance of Indonesian Arts becomes a start image in order to reformulate the traditional arts in the education. By aesthetic experience and artistic reflection, and also comparing with Ki Hadjar Dewantara’s education conception of Perguruan Tamansiswa and Visual Culture Learning Community as a study case, this proposition has to get a further study to embody, creatively and innovatively. Thereby the imagination of Cross Culture Fertilization based on the multicultural understanding in Indonesia, holds a central role in the context of its implementation in the education curriculum, nowadays.
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Cibelli Hibben, Kristen, Beth-Ellen Pennell, and Lesli Scott. "Interviewer effects in multicultural, multinational and multiregional surveys." Quality Assurance in Education 26, no. 2 (April 3, 2018): 278–89. http://dx.doi.org/10.1108/qae-06-2017-0032.
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Purpose At the invitation of the Programme for the International Assessment of Adult Competencies (PIAAC), this paper aims to examine advances in survey interviewer monitoring and make recommendations on minimizing the effect of interviewers on survey results. Design/methodology/approach The authors first provide an overview of the most recent literature on interviewer effects, quality assurance and quality control. Here, they draw upon recent publications such as the cross-cultural survey guidelines (www.ccsg.isr.umich.edu) and newly published or in-press material specifically addressing these issues in multicultural, multinational and multiregional (3MC) contexts. Findings The authors discuss trends and innovations in quality assurance and quality control in 3MC studies and draw upon examples from international surveys that are using cutting-edge and innovative approaches to monitor interviewer behavior and minimize interviewer effects. Originality/value With a view to continuous quality improvement, the authors conclude with concrete recommendations for PIAAC to consider for the next cycle. Many of the recommendations have general relevance for other large-scale cross-national surveys.
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Starostova, Liudmila, and Larisa Piskunova. "FILM-STUDY AS A SOURCE OF FORMATION OF CREATIVE CROSS-CULTURAL SKILLS IN MULTICULTURAL CONTEXT." Creativity Studies 9, no. 1 (June 2, 2016): 87–101. http://dx.doi.org/10.3846/23450479.2015.1136850.
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The authors propose to look at the cinema in the education process in terms of its potential use as a tool of formation of creative cross-cultural competence. Nowadays cinema is not just a synthetic art, it is deeply integrated into the basic structure of modern culture, and forms means capable of becoming an effective source of educational innovations. The article proposes the concept of film-study as a reference for the complex of methodical use of cinema in education. Analysis of different cases of inclusion of cinema in practical lessons allowed the authors to substantiate the connection of film-study method with the formation of students’ creative cross-cultural skills. As stated in the article, techniques of film-study method used by the authors contribute to the development of students’ cross-cultural competence relevant in a multicultural context of their professional and daily activities.
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Pérez Milans, Miguel. "Spanish Education and Chinese Immigrants in a New Multicultural Context: Cross-cultural and Interactive Perspectives in the Study of Language Teaching Methods." Journal of Multicultural Discourses 1, no. 1 (July 14, 2006): 60–85. http://dx.doi.org/10.1080/10382040608668532.
Full textDissertations / Theses on the topic "Multicultural education – Zimbabwe – Cross-cultural studies"
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Chimbindi, Felisia. "Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.
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Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
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Schaus, Lam E. "Implementing multicultural music education in the elementary schools' music curriculum." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111519.
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The study examined the benefits of implementing multicultural music education into an elementary school's music curriculum. Conducted in a region with a culturally diverse student population, the study surveyed in-service music teachers and elementary students' parents on their perceptions of multicultural music education. Meanwhile, a set of experimental classes focused on Chinese music was taught to a diverse class of Grade 5 students to study their reactions and learning outcomes when studying non-Western music. Results indicate that (a) multicultural music needs to be better implemented in Ontario's music curriculum, (b) students receive non-Western music with enthusiasm, and (c) if taught responsibly, learning music from non-Western cultures can expand individual students' musical and cultural horizons, help eliminate stereotypes and discrimination in society, and possibly elevate the status of music education in schools.
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Johnson, Dione Nicole. "Project design of the multicultural education and training structured interview for cultural formulation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2117.
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Morrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.
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Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.
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王革 and Ge Wang. "Understanding ethnic multilingual learners at tertiary level : an ethnographic case study in Yunnan, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193062.
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Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Rainer, Jennifer Brooke. "Can Cross-Race Mentoring Help Minority Students and Break Down Prejudice? Mentoring Experiences in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/912.
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Cross-race mentoring relationships are of interest to the theory and practice of mentoring and they also speak to a longstanding problem in the sociological study of prejudice. The mentoring literature reveals some disagreement regarding the advisability of cross-race matching for young protégés. Some researchers stress same-race matching, while others emphasize the problem this creates for minority's facing a dearth of mentors. Sociologists and psychologists, on the other hand, have amassed evidence showing support for a contact hypothesis, which states frequent intergroup contact between equal-status members can lead to improved perceptions of the Other. However, to date, the contact hypothesis has not been explored in the context of mentoring relationships between white adults and minority youth. This Thesis hopes to fill these gaps in the literature. The purpose of this Thesis is to better understand the perceptions and understandings mentors and protégés attach to their cross-race mentoring relationship. It is primarily concerned with identifying the conditions that lead to successful outcomes of interracial mentoring experiences. Specifically, this study explores the perceptions of white adult mentors and black and Latino protégés of their activities, interactions, and their views on the advantages and drawbacks of their cross-race mentoring relationship. This study explores mentors and protégés in cross-race mentoring relationships to grasp a better idea of the meanings each mentoring partner attaches to their mentoring experience. Respondents are sampled from one formal mentoring program at a four-year university. Nine mentors and eleven protégés are interviewed following a semi-structured format. From this sample of twenty participants, six complete pairs participated. The remaining seven respondents make up the supplemental data group, as their mentoring partner did not participate in this study. This study suggests that the intergroup contact theory is useful in explaining the outcomes of these cross-race mentoring relationships. Not only does this Thesis support the intergroup contact theory, it also broadens our understanding by painting a more complete picture of how the optimal conditions emerge and work to strengthen and reinforce one another. Additionally, this research highlights how important understanding both the in-group and out-group member's perceptions are when exploring cross-race mentoring relationships and the intergroup contact theory. Finally, this study supports the notion that a mentoring program's structure is an important feature that can greatly enhance or inhibit mentoring bonds between mentors and protégés.
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Koller, Brenda Joyce. "Practitioners' insights on intercultural predeparture training : design and practices." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.
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This research presents practitioners' insights on the concepts, theories, models, assessments tools, and other training practices that are currently considered when creating a two-day predeparture intercultural training (ICT) specifically for Americans departing for at least a one-year international assignment. This study reports data gathered by using a web-based survey that was completed by 25 practitioners from the intercultural communication field who provide predeparture ICT.
The current literature in the field of ICT is presented as well as a sample outline of a two-day predeparture ICT program based on the results of this study and the literature. The outline indicates the primary content elements, one possible sequencing of such a program, as well as descriptions of how the elements are delivered and what tools are used to support the delivery. The motivation for this study was to provide a bridge between theory and practice in the field of ICT as there is an abundance of literature regarding the theory of the field, but very little has been written about how practitioners are employing the theories in their work.
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Hoare, Lynnel. "So near and yet so far : an ethnographic evaluation of an Australian transnational education program /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002386.
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Rifkin, Patricia Ann. "Learning to identify tolerance issues through literature with art as a response." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1241.
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Johnson, Robin Margarett. "Exploring Ethnic Differences in the Predictors and Outcomes of Academic Engagement During Middle School." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/577.
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Guided by a motivational framework derived from self-determination theory, a study was conducted to examine the role of academic engagement in helping to explain and ameliorate ethnic differences in school achievement. Building on decades of research that documents both the importance of engagement to learning in European American students as well as its malleability, this study relied on an ethnically diverse sample of 6th and 7th grade students to examine three questions (1) Are achievement differences across ethnic groups due to differences in engagement? (2) Does engagement predict achievement similarly or differently across ethnic groups? and (3) Are the predictors of engagement suggested by the motivational model the same or different for students from different ethnic groups? Participants were 194 African-American, Hispanic/Latino/a, Asian/Pacific Islander, and European American middle school students who provided information about their engagement, self-system processes (SSPs) of relatedness, competence, and autonomy, and their experiences with teachers in school; information about students' cumulative achievement (GPA) was extracted from school records. First, analyses revealed few ethnic differences in achievement (only Asian/Pacific Islander students' levels of achievement were higher than students from other ethnic groups), and no ethnic differences in engagement. In analyses designed to examine if controlling for variations in engagement would cause achievement differences between ethnic groups to disappear, a test of the simple main effects demonstrated that ethnic differences in achievement were found only at the lowest level of engagement (again Asian/Pacific Islander students outperformed all other student groups). However, at medium and high levels of engagement, there were no significant differences in achievement across the four ethnic groups. Second, analyses designed to examine whether engagement predicts achievement differently across ethnic groups, revealed that although engagement was an important predictor of achievement for all students, it was even more important for non-European American (compared to European-American) students. Third, analyses designed to examine whether potential facilitators (SSPs and contextual constructs) predicted students' engagement similarly or differently across ethnic groups revealed no group differences: All predictors were positively and significantly associated with engagement for students from all four ethnic groups. These findings are considered in the context of the study's strengths and limitations and the larger literatures on engagement and achievement in ethnic minority students. A important implication of the current study is that with a more comprehensive understanding of how to support the engagement of students from ethnic minority backgrounds, schools and teachers will be better equipped to address the engagement gap, and in so doing also eliminate the achievement gap.
Books on the topic "Multicultural education – Zimbabwe – Cross-cultural studies"
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Grant, Carl A. Intercultural and multicultural education: Enhancing global interconnectedness. New York: Routledge, 2010.
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Michael, Peters, and Tina Besley. Interculturalism, education and dialogue. New York: P. Lang, 2012.
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Abdallah-Pretceille, Martine. Former et éduquer en contexte hétérogène: Pour un humanisme du divers. Paris: Anthropos, 2003.
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Amano, Masaharu. Tabunka kyōsei shakai no kyōiku. Tōkyō: Tamagawa Daigaku Shuppanbu, 2001.
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Schule, Bildung und Pluralität: Sechs Fallstudien im europäischen Vergleich. Bern: P. Lang, 1999.
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Mnguni, Mbukeni Herbert. Education as a social institution and ideological process: From the négritude education in Senegal to Bantu education in South Africa. Münster: Waxmann, 1998.
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Hawaii. General Education Branch. Languages Section. Cross-cultural resource for classroom use. [Honolulu]: Office of Instructional Services/General Education Branch, Dept. of Education, State of Hawaii, 1988.
Find full textBook chapters on the topic "Multicultural education – Zimbabwe – Cross-cultural studies"
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Tmeba, Henry T., and Pamela G. Wright. "On Ethnographic Studies and Multicultural Education 1." In Cross-Cultural Literacy, 299–337. Routledge, 2017. http://dx.doi.org/10.4324/9781351237109-13.
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Mysore, Anita Rao. "Multicultural Curricular Frameworks for Preservice Teachers." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 247–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch015.
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One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.
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Yu, Chien, Kun Huang, and Gabe Posadas. "Pedagogical Issues and Challenges for Cross-Cultural Online Instruction." In Handbook of Research on Cross-Cultural Online Learning in Higher Education, 384–406. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8286-1.ch019.
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Due to the increasingly multicultural nature of online learning environments, it is crucial that instructors and instructional designers be aware of the importance of cultural factors in online teaching and learning. This chapter examines current educational and strategic studies of cross-cultural distance learning based on a review of scholarly publications, and helps readers develop an up-to-date understanding of the issues as well as challenges pertinent to cross-cultural online teaching and learning. In addition to reviewing the notion of cultural differences, the chapter seeks to provide instructional strategies that incorporate multicultural experience in designing online teaching or training. The chapter can help extend readers' knowledge and understanding of cross-cultural perspectives, influence of cultural differences on learning, and implications for designing cross-cultural distance learning.