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How Cultural and Learning Style Differences Impact Students’ Learning Preferences in Blended Learning
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Author(s): Dirk Tempelaar (Maastricht University, The Netherlands), Bart Rienties (University of Surrey, UK), Bas Giesbers (Maastricht University, The Netherlands)and Sybrand Schim van der Loeff (Maastricht University, The Netherlands)
Copyright: 2013
Pages: 22
Source title:
Transcultural Blended Learning and Teaching in Postsecondary Education
Source Author(s)/Editor(s): Emmanuel Jean Francois (University of Wisconsin Oshkosh, USA)
DOI: 10.4018/978-1-4666-2014-8.ch003
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Abstract
In teaching introductory statistics to first year students, the Maastricht University uses a blended learning environment that allows them to attune available learning tools to personal preferences and needs, in order to address large diversity in students. That diversity is a direct consequence of a heterogeneous inflow of primarily international students, transferring from different secondary school systems with large differences in prior knowledge, and transferring from very different cultural backgrounds. In this empirical contribution, the authors focus on the role an adaptive online tutorial as component of the blend can play in bridging the consequences of a broad range of differences such as prior mastery of the subject, cultural background, and learning approaches. They do so by investigating the relationships between the intensity of the use of the e-tutorial and students’ characteristics related to nationality, cultural background, learning styles, goal-setting behavior, achievement motivations, self-concept constructs, and subject attitudes.
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