Reflecting on Embedding Socio-Cultural Issues into Instructional Design
Multicultural Education & Technology Journal Volume 3, Number 4, ISSN 1750-497X
Purpose: While there is significant existing literature on learner analysis in instructional design and separately in cultural issues in education, these two areas are rarely examined in tandem. This paper aims to bring these two areas together. Design/methodology/approach: This research uses qualitative methods within the context of a case study. A dual role is played by the author as instructor-researcher in gathering and analyzing the data. Findings: One area of success in the course is that it served to increase the coverage of the area of instructional design in addition to expanding the literature base in this area of study that has only recently begun to receive attention. Research limitations/implications: One limitation of the course is that while it is designed to provide a blended mix of learning opportunities, the instructional design field is quite large and it is impossible to explore all relevant topics. Practical implications: A challenge of the course is that socio-cultural concepts are broad and it is recognized that a single course is not enough to effectively cover all relevant issues. Careful course design is therefore important. Originality/value: Feedback from this study can serve as a resource for decision making about existing and additional courses, and specific content that could be incorporated into similar courses.
Kinuthia, W. (2009). Reflecting on Embedding Socio-Cultural Issues into Instructional Design. Multicultural Education & Technology Journal, 3(4), 266-278.
Cited ByView References & Citations Map
Lynn Shafer Willner, WestEd, United States
International Journal on E-Learning Vol. 13, No. 1 (February 2014) pp. 41–62
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