SS16 Facutly Meeting Presentation PPT 16-9_for Friday AM Sessions_Final(2)
1. Application of Pedagogical Models
for Enhancing Cross-Cultural Online
Learning Environment
Srikanta Banerjee, MD, PhD, MPH
College of Health Sciences
July 15, 2016
National Faculty Meeting
National Harbor, MD
Email: srikanta.Banerjee2@waldenu.edu
3. Objectives
• Familiarize faculty with theoretical models applicable to
multicultural pedagogy
• Provide multicultural-driven engagement techniques in order
to enhance students’ learning experience
• Enhance understanding of how faculty members’ own cultural
background combining with students’ cultural traditions to
forge a new online culture
4. Take five minutes
Please take five minutes to discuss about these questions and
about the pictures that will be shown in the following slides.
9. Reflection Questions
• How am I thinking about race, in general, and its place (or
absence) in my e-classroom and curriculum?
• Am I using my students’ lived realities to build a culturally
relevant learning experience in my e-classroom?
• How would any disregard I have for my students’ race and
ethnicity impact equity in the e-classroom?
• Is my curriculum and pedagogy undergirded by privilege?
Have I built a space in my curriculum for students’ voices,
cultural knowledge and cultural capital to guide learning?
10. Binary oppositions
• Two theoretical opposites are made mutually exclusive against
each other
• Emile Durkheim-1887/1933) defined mechanical solidarity as
the bonds created between similar others and organic solidarity
between dissimilar others.
• Self vs. Other
• In-groups vs Out-groups
12. Explicit vs. Implicit Bias
• Explicit bias occurs when someone outwardly expresses their
negative stereotypes and beliefs and is very conscious of these
judgments (Boysen, 2009).
• Implicit bias means that a person could be biased yet remain
unaware they are projecting their judgments towards others.
13. Implicit Name Bias
• Harvard University’s Project Implicit
• Conaway and Bethune (2015) studied an online learning environment studying 147
online graduate educators
• Researchers found that instructors consciously believed themselves to be warm and
accepting of stereotypical names, but implicit bias exists against stereotypical student
names.
• Names in study:
– African American names- Jamal, Tyrell, LaTonya, Shamika, Kameshia, Tyrone,
Trevon, Ebony, Darnell, and LaShonda
– Hispanic names-Maria, Javier, Julio, Juanita, Enrique, Catalina, Lupita, Pablo, Jose,
and Consuelo
– Caucasian names -Steven, Jennifer, Diana, Bradley, Cody, Wyatt, Susan, Hunter,
Allison, and Wendy.
14. Binary oppositions in Online Learning
• Individualism purports that individuals value independence from one another and self-
fulfillment as a foundation of one’s identity (Schwartz, 1990; Schwartz, 1992).
• Collectivism purports the importance of honoring mutual expectations and obligations in
communal societies (Cialdini et al., 1999).
• There is a strict centralization of common goals and values and the individual’s needs
• Presumption => Western societies are individualistic and African and Asian societies are
collectivistic
• View these as two competing worldviews where learners and instructors reside (Oyo &
Kalema, 2014). Nonetheless, understanding the predominant worldview that dictates the
society can help to design and teach concepts in a multicultural context. Diversity can
then be defined as the ability to transcend beyond the simplistic dichotomy of
collectivistic versus the individualistic perspective.
15. Transnational Education
• In 2002=>the Code of Good Practice in the Provision of
Transnational Education ratified by the Lisbon Convention defined
transnational education as “all types of higher education study
Programmes, or sets of courses of study, or education services in
which the learners are located in a country different from the one
where the awarding institution is based.
• Popularity of transnational education and “glocal” (global + local)
students are on the rise
• Transcend postcolonial ideologies and create long lasting social
change in different cultural contexts
22. Five Dimensions of Multiculturalism
• Content Integration
• Knowledge Construction
• Equity Pedagogy
• Prejudice Reduction
• Empowering School Culture and Social Structure
(Banks, 2004)
24. English forms
• World Englishes
• English as a lingua franca
• English as a Foreign Language
(Kachru, 2003)
25. Lexico-grammatical innovations
• Studying the communication of non-native English speakers,
Kaur (2010) found variations of English.
• He called the variations “lexico-grammatical innovations” (p.
206) and attributed the new forms to more efficiency in
communication.
• One example was the dropping of the ‘s’ for
• the third person in the singular form of the verb.
26. Grammar differences
• “I always have lots of errors in my writing. I am not confident
with my English.”
• “I don’t know why I still have problems with my grammar
even though I have learnt all the rules before.”
• “It is quite confusing when you have a singular subject in a
sentence, but you have to add ‘s’ to the verb.”
27. Examples
• Subject-verb agreement issues
– It really make me unhappy. Fortunately, my family
especially my father need me to help his business.
Recently, my father want to expand his business by selling
LPG gas. It really tedious to get a license.
(Cogo and Dewey, 2012)
28. Multicultural Viewpoint of Plagiarism
• ‘The definition of plagiarism is quite different with my previous
study. For example, we do not have to paraphrase a sentence as long
as we put the name of the author as a reference.’ Indonesian student
• ‘In my opinion, except the scientist and the peoplewho are doing
surveys, everybody is copying from another. You cannot know
everything. I think that when you put the reference, you can
copy/past as you want. Intelligence is to be reasonable.’ French
student
• ‘Nobody know the rule of the plagiarism, which level we call
plagiarism’ Chinese student
29. Multicultural Viewpoint of Plagiarism-2
• Understand better the nature of many foreign students for
whom copying is a form of respect for the printed text or the
word of a lecturer
• Provide a better support system for students who are prone to
plagiarism
31. Model Explanation
• Starting point => understand if the instructor or the learner is from a
collectivistic society or an individualistic society.
• Create an opportunity for the individual to understand the point
within the social ecological spectrum that they begin.
• Due to the innate psychological need for competence, the learner
starts to attain more robust interactions with the environment.
• The illustration allows for movement in both directions because
depending on the value of the specific psychological need, the
individual may not start from autonomy needs.
32. Model Explanation-2
• Instead, the student or instructor may commence in society, move
outwards to public policy, then come back to the individual.
• Those who are from a collectivistic society are more apt to be
guided by community values, whereas those from an individualistic
society will start off with autonomous values, move through
community and onward to public policy (ie; societal interactions).
• Motivation for learning and expanding competence is the driving
force across the continuum.
33. Final Tips
• Learn about other cultures (avoid making generalizations)
• Provide clear deadlines (accommodating for differential
conceptions of time
• Be accessible (view instructor as “expert”)
• Understand personal learning and teaching style preferences
• Keep language neutral to culture
• Have students write an introduction (gauging students’ online
learning experience and allay their fears)
34. The MULTI-C Approach
• Motivate students to write about their diverse backgrounds in their weekly
discussions
• Utilize the use of clear deadlines to allow all students to understand the
importance of timeliness
• Understand your own learning and teaching preferences
• Lengthen the introduction in the “class café” to include description of
different backgrounds and gauge their fears
• Terminate the notion of a “culture-blind” online classroom
• Introduce your own cultural context so that students feel connected with
you
• Cultivate an awareness and understanding of different forms of written
English and attitudes toward plagiarism
35. References
• Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practices. In J. A. Banks & C. A. McGee Banks
(Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). San Francisco: Jossey-Bass.
• Cogo, A. & Dewey, M. (2012) Analysing English as a Lingua Franca: A Corpus-driven Investigation. London: Continuum.
• Edmundson, A. (2007). The cultural adaptation process (CAP) model: Designing e-learning for another culture. In A. Edmundson (Ed.),
Globalized e-learning cultural challenges (pp. 267–290). Hershey, PA: Information Science.
• Ess, C. (2009). When the solution becomes the problem: Cultures and individuals as obstacles to online learning. In R. Goodfellow & M.-
N. Lamy (Eds.), Learning cultures in online education (pp. 15–29). London: Continuum.
• Kachru, B. B. (2003). Liberation Linguistics and the Quirk Concern. In: Seidlhofer, B. (Ed.) Controversies in Applied Linguistics.
Oxford: Oxford University Press, p. 19-33.
• Parrish, P., & Linder-VanBerschot, J. A. (Producer). (2009a). Analysis of survey on culturally based learning preferences. Retrieved from
https://web.archive.org/web/20120228005851/http:/homes.comet.ucar.edu/~pparrish/papers/Analysis%20of%20Survey%20on%20Cultur
ally%20Based%20Learning%20Preferences.doc
• Parrish, P., & Linder-VanBerschot, J. A. (Producer). (2009b). Survey on culturally based learning preferences. [Questionnaire] Retrieved
from
https://web.archive.org/web/20120228005851/http:/homes.comet.ucar.edu/~pparrish/papers/Survey%20on%20Culturally%20Based%20
Learning%20Preferences_final.doc
• Parrish, P., & Linder-VanBerschot, J. A. (2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction.
International Review of Research in Open and Distance Learning, 11(2), 1–19. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/809/1553
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At the bottom of the coin is E pluribus unum (out of many, one). In the context of the online classroom, the many is the multiple culture, and one is the classroom.
What this means for universities in a climate where
students increasingly see
themselves as consumers
with increased rights, power,
status and legal standing
(Onsman, 2008) is the following:
• They need to define the
nature of plagiarism in far
more specific detail.
• They need to provide
better skills and language
training (not just one or the
other or a vague mix of both) to provide a stronger
basis for students to perform better.
• They should understand the nature of the ‘foreigner
as expert’ issue and associated time stresses and
strains as the possible basis of plagiarised activity.
They also need to judge less hard and fast and take
more time to consider cases of plagiarism, particularly
for newly arrived foreign students. This was a view of all
respondents, who felt that the systems used in Australian
universities were too black and white for an issue
which to them seemed to be confusing and confused.
‘Judge less and trust more’ might be a useful piece of
advice for some universities which tend to assume that
every issue of plagiarism is wilful and criminal.
On the basis of this research, perhaps university
