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A Place for Culture in Instructional Design

A Place for Culture in Instructional Design

Shabana Figueroa, Wanjira Kinuthia
Copyright: © 2014 |Pages: 16
ISBN13: 9781466650237|ISBN10: 1466650230|EISBN13: 9781466650244
DOI: 10.4018/978-1-4666-5023-7.ch011
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MLA

Figueroa, Shabana, and Wanjira Kinuthia. "A Place for Culture in Instructional Design." Cross-Cultural Online Learning in Higher Education and Corporate Training, edited by Jared Keengwe, et al., IGI Global, 2014, pp. 200-215. https://doi.org/10.4018/978-1-4666-5023-7.ch011

APA

Figueroa, S. & Kinuthia, W. (2014). A Place for Culture in Instructional Design. In J. Keengwe, G. Schnellert, & K. Kungu (Eds.), Cross-Cultural Online Learning in Higher Education and Corporate Training (pp. 200-215). IGI Global. https://doi.org/10.4018/978-1-4666-5023-7.ch011

Chicago

Figueroa, Shabana, and Wanjira Kinuthia. "A Place for Culture in Instructional Design." In Cross-Cultural Online Learning in Higher Education and Corporate Training, edited by Jared Keengwe, Gary Schnellert, and Kenneth Kungu, 200-215. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5023-7.ch011

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Abstract

The purpose of this chapter is to discuss the macro and micro challenges instructional designers face when designing Web-based instruction for adult learners. Macro level challenges like institutional and infrastructural requirements are those outside the design process that directly affect teaching and learning outcomes. Micro level challenges, on the other hand, are those inside the design process that directly impact teaching and learning outcomes (e.g. cultural biases of the designers and instructors). The authors discuss the effects of these challenges for instructional designers in higher education. Since the population of focus is adult learners, a brief overview of adult learning and characteristics of adult learners is provided. A variety of models and frameworks have been developed within the field, with only a handful that are constructed to explore diverse learners and learning. The chapter also includes introspection of the authors’ experiences as instructors, instructional design professionals, and students in the field. It concludes with strategies instructional designers can use to overcome the challenges discussed.

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