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Intercultural Issues in Graduate Blended Learning Environments
Abstract
This chapter reports on an exploratory case study of intercultural issues in graduate blended learning environments. As U.S. Universities strive to increase the diversity among student, faculty, and staff populations, culture is beginning to emerge in the literature as a potential variable in the efficacy of virtual and blended course delivery (Al-Harthi, 2005; Ku & Lohr, 2003; Zhao & McDougall, 2008). Still in its nascent stages, there is scant research on the topic of technology mediated graduate courses and even less on culture as a pivotal element of blended learning environments in graduate education. Findings from this study indicated that participants agreed blended courses offered opportunities to balance work, family, and school obligations; however, a majority of participants also noted that intercultural issues were prevalent and played a role in how blended courses were viewed. The results of this study have implications for university faculty and administrators who serve diverse student populations.
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