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Culture in Online Learning: Essentialist and Post-Essentialist Frameworks

Culture in Online Learning: Essentialist and Post-Essentialist Frameworks

Abdullah Saykili
Copyright: © 2018 |Pages: 25
ISBN13: 9781522530763|ISBN10: 1522530762|EISBN13: 9781522530770
DOI: 10.4018/978-1-5225-3076-3.ch009
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MLA

Saykili, Abdullah. "Culture in Online Learning: Essentialist and Post-Essentialist Frameworks." Supporting Multiculturalism in Open and Distance Learning Spaces, edited by Elif Toprak and Evrim Genc Kumtepe, IGI Global, 2018, pp. 166-190. https://doi.org/10.4018/978-1-5225-3076-3.ch009

APA

Saykili, A. (2018). Culture in Online Learning: Essentialist and Post-Essentialist Frameworks. In E. Toprak & E. Kumtepe (Eds.), Supporting Multiculturalism in Open and Distance Learning Spaces (pp. 166-190). IGI Global. https://doi.org/10.4018/978-1-5225-3076-3.ch009

Chicago

Saykili, Abdullah. "Culture in Online Learning: Essentialist and Post-Essentialist Frameworks." In Supporting Multiculturalism in Open and Distance Learning Spaces, edited by Elif Toprak and Evrim Genc Kumtepe, 166-190. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3076-3.ch009

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Abstract

Culture and learning form a tapestry of indistinguishably interwoven elements that continuously interact and shape each other. Connective technologies potentially increase intercultural interaction among the members of learning communities that can embrace greater numbers of individuals from diverse cultural orientations. The unpredictable and varying natures of culture and online learning lead researchers to continually revisit and explore key properties, processes, and issues in culture and online learning. Therefore, this article firstly gives an account of how culture is contested and highlights the challenge of providing an all-comprehensive definition. Further, it focuses on the role of culture in online learning and briefly presents both the essentialist and post-essentialist frameworks of culture utilized to provide insights into the role of culture in online learning. Finally, this chapter provides recommendations for a culturally-inclusive online learning and points towards future research directions.

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