Abstract
This paper attempts to describe and compare three different approaches for accommodating cultural differences in the design of e-learning systems: Collis’ [1] ten guidelines for designing online course-support systems; Mercado, Parboteeah, & Zhao’s [2] four key issues for designing online courses; and Henderson’s [3] multiple cultures model of instructional design for e-learning. These three approaches are contrasted not only to each other, but also to several other related models, theories and frameworks. At the end, the most effective and useful approach appears to be Henderson’s theoretical multiple cultures model. The choice of the three approaches was made solely based on their frequent citing in literature, and on the time constraints of this project; a larger research project may use this paper as a starting point, and possibly evaluate more approaches supporting the development of frameworks that acknowledge cultural differences for the design of e-learning systems.
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Stefanou, V. (2014). Intercultural Design in e-Learning: A Comparison of Three Different Approaches. In: Rau, P.L.P. (eds) Cross-Cultural Design. CCD 2014. Lecture Notes in Computer Science, vol 8528. Springer, Cham. https://doi.org/10.1007/978-3-319-07308-8_56
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