Abstract:
The purpose of this qualitative multiple case study was to understand and describe the beliefs of
instructional designers and designer-by-assignment faculty members on the use of instructional
strategies to support culturally diverse online learners. The study explored various instructional
strategies in the light of Geert Hofstede’s research, which examined multiple cultural
dimensions. The focus was to determine how instructional designers and designer-by-assignment
faculty members meet the needs of learners with diverse cultural values learning together in an
online arena. Various approaches consisting of online survey questionnaires, in-depth interviews,
and think-aloud/talk-aloud exercises were used in answering questions to help fill this gap in
literature. Two research questions drove the study: (a) How do instructional designers and
designer-by-assignment faculty members describe their experience-based beliefs on the role of
instructional strategies in supporting online learners with diverse cultural values? and (b) what
instructional strategies can be used, according to instructional designers and designer-by
assignment faculty members, that can meet the needs of culturally diverse online learners?
Findings for the first research question showed that the culture of learners impacted how and
what instructional strategies are used in meeting needs of diverse online learners. Culture
affected variables such as the role of the teacher in the classroom and the relevance of learning
methods, strategies, and expectations. Findings from the second research question showed that
Hofstede’s cultural dimensions were not central to decision making; rather, strategies such as
scaffolding, group work, cultural awareness, and flexibility allowed for instruction and teaching
based on the learners’ analyzed needs.
