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Transnational Distance Education: Cultural and Quality Considerations
Abstract
There have now been two decades of rhetoric on the need for culturally and contextually appropriate perspectives in international education. However, the extent to which courses, provision, and pedagogy have truly reflected differences in cultural characteristics and learning preferences is still open to question. Little attention has been paid to these matters in quality assurance frameworks. This chapter discusses these issues and draws upon Hofstede’s cultural dimensions framework and studies Asian pedagogy and uses of educational technology. It proposes a benchmark and performance indicators for assuring cultural, contextual, educational, and technological appropriateness in the provision of transnational distance education in Asia by Australian universities.
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