Theorizing a Multiple Cultures Instructional Design Model for E-Learning and E-Teaching

Theorizing a Multiple Cultures Instructional Design Model for E-Learning and E-Teaching

Lyn Henderson (James Cook University, Australia)
Copyright: © 2007 |Pages: 25
DOI: 10.4018/978-1-59904-301-2.ch008
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Abstract

This chapter demonstrates the inadequacy of multicultural and internationalization instructional design models as the solution for equitable outcomes in the learning, credentialing, and employment stakes in the 21st century. Internationalizing learning and teaching eclipsed multiculturalism as the acclaimed strategy when Western universities entice international non-English-speaking-background students to their campuses or offer degrees to such e-learning students who reside in their own countries. Global and Western businesses establishing niches in overseas countries also use the concept of internationalizing their e-learning materials for the cultural training of staff. In their place, a theoretical model of multiple cultures provides the rationale and strategies for creating and adapting e-learning resources for local, national, and international e-learning contexts.

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