Online education aims to prepare students for engagement with their program of studies and provide feedback on their progress (Kumi-Yeboah et al., 2022). A key role of students in online courses is active participation, which allows diverse perspectives to benefit collaborative learning. In particular, cultural diversity enriches online discussions when students share experiences shaped by their backgrounds (Kumi-Yeboah et al., 2022). As an international student from the Bahamas undertaking a master’s degree in finance with a European university, I wanted an online program that would broaden my global business perspective through intercultural collaboration.
This intercultural and multidisciplinary approach fits my concept of a well-rounded business education. Studying online allows me to balance my job obligations in the Bahamas while gaining worldwide insight that helps me understand the European financial sector. The flexibility of distance learning enables academic progress for working professionals and students abroad who cannot relocate (Turan et al., 2022). Given my inability to study on campus, the online format suits my needs perfectly. With the ability to participate remotely, I can develop business acumen and financial analysis skills applicable across cultural contexts.
Cultural diversity is integral to impactful education, influencing all aspects from curriculum to assessment (Kumi-Yeboah et al., 2022). Regional differences exist even within countries, underscoring the importance of recognizing students’ varied upbringings and perspectives in online classes (Kumi-Yeboah et al., 2022). Cultures encompass integrated patterns of knowledge, beliefs, and behaviors that shape worldviews (Arkorfu and Abaidoo, 2015). Consequently, cultural differences in a multicultural digital classroom incorporate diverse perspectives that instructors should consider when facilitating meaningful participation.
The instructors who intend to create an inclusive classroom environment in the beginning have an awareness of the social and cultural factors affecting engagement (Kumi-Yeboah et al., 2022). As this happens, minority students acquire a better opportunity to learn well (Kumi‐Yeboah et al., 2022). Also, equity reflects the acceptance of diversity instead of the uniform approach that does not consider every peculiar studying situation experienced by international students (Arkorfu and Abaidoo, 2015; Parrish & Linder-VanBerschot, 2010). Hence, culturally sensitive instructors should utilize model strategies aimed at encouraging the learners to share cultural activities, thus negating the isolation of online experiences.
Interactive exercises focused on the inclusion of all prevent the widespread adoption of stereotypical ideologies in online learning (Kumi‐Yeboah et al., 2022). Disposal of the communication barriers provides international colleagues the opportunity to engage in intellectual discourses, transferring their cultural perspectives (Parrish & Linder-VanBerschot, 2010). Learning is effective when the curriculum corresponds with the learners’ backgrounds by helping students connect to the course material by using their former experiences and joining them together with new knowledge.
One of the major advantages of cultural inclusion is the expansion of the benefits. Through employing mixed teaching resources and exercises, students are able to grasp the knowledge they already have and request the intercultural skills that are so necessary for professional development. Furthermore, through inclusive learning, students may discover other cultures and states related to their major and workplace (Arkofru and Abaidoo, 2015). Involvement that relies on student perspectives in addition to their input has an impact on encouraging learners to support shared knowledge creation (Kumi-Yeboah et al., 2022). Looking at the world as diverse as it is helps develop analytical skills and widens view rather than reinforcing set paradigms. Because of this, the student abroad will find cultural inclusion valuable to a greater extent than meets the eye. It champions the notion that a learning environment that accommodates various perspectives pushes aside biased views and enables students from other communities to interact with other international students.
Overall, with respect to distinguishing cultural differences and inclusive training, students from different countries become academically successful and gain a more developed image of the world. The first step is the awareness of the instructors managing the online courses, followed by the implementation of specific techniques (Parrish & Linder-VanBerschot, 2010). The intercultural process involves the active and friendly exchange of culture that people engage in together (Parrish & Linder-VanBerschot, 2010). Personalized content reflects the familiar environment the student is used to and creates links between learning and previously had experiences, all the while expanding intercultural experiences (Parrish & Linder-VanBerschot, 2010). Besides, continuous self-assessment allows students to assess their weaknesses and cultural biases.
Creating a conducive environment for online learning goes far beyond institutional efforts. It is important to emphasize that instructor initiative and student courage always come after these efforts committed by the institution (Parrish & Linder-VanBerschot, 2010). Instructional online policies explicitly refer to the inclusion goals of its university policies and vision statements expressed in the documents, then community support and involvement should be carried out by the faculty staff (Turan et al., 2022). Besides, technical assistance may provide instructors for culturally sustaining pedagogy (Parrish & Linder-VanBerschot, 2010). As government controls weaken more locally and head reforms, teachers have more responsibilities to modify curriculum and enrich activities (Parrish & Linder-VanBerschot, 2010).
References
Arkorful, V. and Abaidoo, N., 2015. The role of e-learning, advantages, and disadvantages of its adoption in higher education. International journal of instructional technology and distance learning, 12(1), pp.29-42.
Kumi-Yeboah, A., Dogbey, J., Yuan, G. and Amponsah, S., 2022. Cultural diversity in online learning: Perceptions of minority graduate students. In Research Anthology on Racial Equity, Identity, and Privilege (pp. 1132-1153). IGI Global.
Parrish P., & Linder-VanBerschot J. A.2010. Cultural dimensions of learning: Addressing the challenges of multicultural instruction. The International Review of Research in Open and Distance Learning, 11 (2) 1-19. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/809
Turan, Z., Kucuk, S. and Cilligol Karabey, S., 2022. The university students’ self-regulated effort, flexibility, and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19(1), pp.1-19.
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