{"id":454,"date":"2012-04-18T13:55:19","date_gmt":"2012-04-18T13:55:19","guid":{"rendered":"http:\/\/blog.efrontlearning.net\/?p=454"},"modified":"2016-05-06T15:59:06","modified_gmt":"2016-05-06T15:59:06","slug":"adapting-elearning-programs-cross-culturally","status":"publish","type":"post","link":"https:\/\/www.efrontlearning.com\/blog\/2012\/04\/adapting-elearning-programs-cross-culturally.html","title":{"rendered":"Adapting elearning programs cross-culturally"},"content":{"rendered":"
\"\"<\/a>Culture determines not only how one learns and what one learns but also what one perceives as important to learn – and the effects of culture on learners’ experiences in elearning can be profound. Culture affects social behavior, communication, cognitive processes, and how one interacts with learning technologies – all central components to elearning design (Vatrapi, 2008). Anybody who has taught multi-cultural classes innately understand this in those \u201clost in translation\u201d moments – dead silence, hesitation, discomfort, lack of participation \u2013 all visual cues. But if you\u2019re doing an elearning course, especially if it\u2019s self-paced, trainers cannot know what\u2019s going on at the other end for learners.\u00a0<\/p>\n

Because of the nature of elearning the relative risks of culturally inappropriate design are greater \u2013 you risk not only lack of participation, but people could reject the course outright, or alternatively take the course, but use valuable resources such as extra time in order to complete it. Another risk is that learning outcomes just aren\u2019t the same and the knowledge that has been \u201ctransferred\u201d is simply not applicable in the learner\u2019s environment.<\/p>\n

So what does this mean for the instructional designer? <\/strong><\/p>\n

Course designers must consider that their training or elearning course is going to accommodate the learners\u2019 preferences and learning outcomes. Particular steps can be taken to adapt elearning for cross-cultural learners (from Edmundson<\/a>):<\/p>\n

1) Language translation<\/strong> – do materials need to be translated into (local) languages, including possibly making changes from American to British English? Are cultural references made within the material relevant to learners?<\/p>\n

2) Localization<\/strong> – are the learning materials appropriate to the specific cultural context? Is imagery \u2013 such as the use of colors \u2013 appropriate? Is the clothing appropriate? Are the gestures culturally appropriate and understandable?<\/p>\n

3) Access<\/strong> – do users have access to the technology that they need in order to undertake the elearning course (computers, internet\/broadband connection, plugins &\/or administrative ability to download them)?<\/p>\n

4) Critical cultural distinctions<\/strong> in learners (from Campbell, 2011)<\/p>\n