Instructional strategies for culturally diverse learners: a case study of instructional designers

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.