Cultural Sensitivity in the Distance Learning Sphere

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Author(s): Nancy Thomas (Colorado Christian University, USA), Crystal A. Brashear (Colorado Christian University, USA), Rebecca Mathews (University of North Carolina at Greensboro, USA)and Donna Hickman (University of North Texas, USA)
Copyright: 2024
Pages: 15
Source title: Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education
Source Author(s)/Editor(s): Sarah H. Jarvie (Colorado Christian University, USA)and Cara Metz (The University of Arizona Global Campus, USA)
DOI: 10.4018/978-1-6684-8908-6.ch008

Keywords: Education / Educational Technologies / Higher Education / Information Science Reference

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Abstract

As the old adage states, “With great power comes great responsibility.” Distance education is a double-edged sword – one with great power and also great responsibility. It can impact millions more than the average brick-and-mortar program, which increases the need for sensitivity to those receiving the learning. The need for competence related to multicultural factors in distance education is greater now with the sharp rise in popularity. In 2016, there were over 6 million students in the United States utilizing distance education, half of whom were fully remote. This begets the need for awareness and training at an institutional level to combat the lack of sensitivity and effectively equip students of all backgrounds to adjust to the virtual world. Students, instructors, and institutions will be best equipped to carry the load with careful attention to the three core components of professional training, professional development, and professional identity. This is an ethical and professional responsibility.

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Cultural Sensitivity in the Distance Learning Sphere

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