How cultural and learning style differences impact students’ learning preferences in blended learning

Tempelaar, Dirk; Rienties, Bart; Giesbers, Bas and van der Loeff, Sybrand Schim (2012). How cultural and learning style differences impact students’ learning preferences in blended learning. In: Francois, Emmanuel Jean ed. Transcultural Blended Learning and Teaching in Postsecondary Education. Hershey, PA: Information Science Reference (an imprint of IGI Global), pp. 30–51.

DOI: https://doi.org/10.4018/978-1-4666-2014-8.ch003

URL: http://www.igi-global.com/book/transcultural-blend...

Abstract

In teaching introductory statistics to first year students, the Maastricht University uses a blended learning environment that allows them to attune available learning tools to personal preferences and needs, in order to address large diversity in students. That diversity is a direct consequence of a heterogeneous inflow of primarily international students, transferring from different secondary school systems with large differences in prior knowledge, and transferring from very different cultural backgrounds. In this empirical contribution, the authors focus on the role an adaptive online tutorial as component of the blend can play in bridging the consequences of a broad range of differences such as prior mastery of the subject, cultural background, and learning approaches. They do so by investigating the relationships between the intensity of the use of the e-tutorial and students’ characteristics related to nationality, cultural background, learning styles, goal-setting behavior, achievement motivations, self-concept constructs, and subject attitudes.

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