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Expanding the Notion of Culture in Digital Course Design: Key Stakeholders and New Perspectives

Expanding the Notion of Culture in Digital Course Design: Key Stakeholders and New Perspectives

Ekaterina N. Shchaveleva, Olesya M. Tolstykh, Guldana S. Saulembekova
Copyright: © 2023 |Pages: 16
ISBN13: 9798369318263|ISBN13 Softcover: 9798369348437|EISBN13: 9798369318270
DOI: 10.4018/979-8-3693-1826-3.ch006
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MLA

Shchaveleva, Ekaterina N., et al. "Expanding the Notion of Culture in Digital Course Design: Key Stakeholders and New Perspectives." Contemporary Challenges in Education: Digitalization, Methodology, and Management, edited by Anna A. Arinushkina, et al., IGI Global, 2023, pp. 60-75. https://doi.org/10.4018/979-8-3693-1826-3.ch006

APA

Shchaveleva, E. N., Tolstykh, O. M., & Saulembekova, G. S. (2023). Expanding the Notion of Culture in Digital Course Design: Key Stakeholders and New Perspectives. In A. Arinushkina, A. Morozov, & I. Robert (Eds.), Contemporary Challenges in Education: Digitalization, Methodology, and Management (pp. 60-75). IGI Global. https://doi.org/10.4018/979-8-3693-1826-3.ch006

Chicago

Shchaveleva, Ekaterina N., Olesya M. Tolstykh, and Guldana S. Saulembekova. "Expanding the Notion of Culture in Digital Course Design: Key Stakeholders and New Perspectives." In Contemporary Challenges in Education: Digitalization, Methodology, and Management, edited by Anna A. Arinushkina, Alexander V. Morozov, and Irena V. Robert, 60-75. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/979-8-3693-1826-3.ch006

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Abstract

The chapter explores the concept of culture in the context of course design in digital environments. With contemporary learning theories prioritizing individual learners' needs, digital environments have become an effective solution. As learners have long become major stakeholders in education, course designers strive to cater to their diverse needs, with culture being a key indicator. While culture is conventionally associated with national cultural settings, and people's learning is largely influenced by the contexts within which they live and learn, the authors suggest it should be expanded to include, and not be limited to, other aspects that shape the learning process, such as age, gender, personality features, social status, mental facilities, previous learning experience, and professional background. The authors' hypothesis is that learners' motivation and performance levels are largely determined by the above-mentioned culture factors. Therefore, course designers should practice a cultural approach to ensure optimal learning outcomes.

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