Final Paper

ABSTRACT
Immigration, the Internet, and increasing student demand for online learning are changing the traditional face of education throughout the world. The composition of students and instructors, both in American educational institutions and in corporate training environments, is becoming increasingly diverse. Online education enables our universities to reach learners located outside traditional markets, and allows foreign institutions to provide educational services to learners in America. This paper focuses on the challenges and opportunities that these changes are creating for multicultural online teaching, learning and training, and the implications of social networking within both environments.

INTRODUCTION
One must approach a multicultural online learning community with care, respect and dignity. As indicated by the word multicultural, one can address the various considerations of such a program by implementing a multi-faceted approach. The variations in learner needs and styles, which now stem from an increase in globalization and the rapid transition of human movement that has taken place around the world, are among the key considerations. By understanding that human behavior varies from culture to culture, a multicultural learning environment can focus on the similarities and differences of cultural sensitivity and then address the unique learning needs with the appropriate effort and attention (McLoughlin 1999).

While the corporate world is familiar with how valuable social networking has become, higher education has historically valued the social aspects of learning by reflecting on societal changes (Gaudelli 2006). Combining these two approaches will enhance the value of social networking in both arenas. The primary results will be outreach, collaboration and social growth, which will yield inclusive benefits to participants. Collaboration will entice participants to learn from each other by negotiating through differences, while similarities will become the building blocks for learning.

LITERATURE REVIEW
The article explains how an all white, English-speaking student body born in the United States, can still contribute to a multicultural class, as limited English speaking students can offer cultural adjustment issues from experience. (Dunn & Adkins, n.d.)

While many elementary educators support multicultural development and genuinely try to incorporate diverse cultural issues into the curriculum, some widespread misconceptions hinder the process. (Aldridge & Calhoun, 2000)

Research suggests, (a) there is a link between what students believe terms such as “learning" and "understanding" mean and the strategies they employ to undertake specific learning tasks (Gordon, Cantwell & Moore, 1998), and (b) there are cross-cultural differences in online collaborative behaviors among learners (Kim & Bonk, 2002).

In countries like Australia, government policies and the social and economic context are pressuring universities to attract more international students and to internationalize their curricula. In response, institutions have formulated strategies and developed resources for course design to assist the internationalization of teaching and learning. (Leask, 2001)

An increasingly robust body of literature suggests the implications of knowledge delivery using computer-mediated education within a geographically limitless environment. Results confirm some of the published benefits as touted in the literature, but identify an additional set of issues for further research and evaluation. (Morse, 2003) This article discusses some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the authors’ Seven Principles. (Chickering & Ehrmann, n.d.) Cultural Connections is a model for implementing constructivist, intercultural distance learning partnerships. This article describes research and development on cultural connections via telecommunications with a middle school partnership within Texas, a fourth-grade connection between Texas and Mexico, and a connection between university students in Texas and Taiwan. (Cifuentes & Murphy, 2000)

This paper explores inclusive practices in instructional design and discusses why inclusive design is important for marginalized groups, and how it benefits all learners. Finally, it notes some strategies that instructional designers and other educators can use to make the learning environment more inclusive. (Dyjur, n.d.)

This study explores the exegesis of two beginning teachers in a teacher preparation and development, online course with global/multicultural pedagogy. The author uses the experiences of these beginners to raise questions about the convergence of distance learning and global/multicultural learning in teacher education. (Gaudelli, 2006)

This article discusses the issues surrounding the transfer of a traditional face-to-face course to an eLearning environment, and how this significant shift in learning environments translates into maintaining the quality of learning objectives. (Jones, 2005)

In this article, the authors examine the Shoah Project, which uses multimedia to document Holocaust experiences, and demonstrate the way it makes historical events vivid and compelling. They also argue that effective use of multimedia in the teaching of history, religion, and multiculturalism requires historical contextualization, attention to media literacy skills, and an engaging presentation. (Hammer & Kellner, 2001)

This paper addresses the questions: Can online courses match traditional face-to-face (F2F) courses in academic quality and rigor? Can online courses achieve the same learning objectives as F2F courses? Can students learn as much and as well online as they do in F2F courses? It claims that the answer to these questions a resounding "yes." (Kassop, 2003)

In tertiary contexts, the internationalization of education has led to the development of two distinct types of Internet sites, those made for one particular context and culture, but visited by a global audience, and those made specifically for cross-cultural participation. This paper offers a framework for culturally inclusive teaching and curriculum that can be applied to online environments through instructional design. The term ‘inclusive curriculum’ refers to curriculum, as well as the processes of planning for appropriate teaching, learning and assessment practices, regardless of cultural characteristics. (McLoughlin, 1999, 2001)

The author reports on specific instances of cross-cultural learning that she has found to be associated with her use of online technologies, with two basic questions: How does the facelessness of threaded discussions, chats, and online assignments affect teachers’ learning and teaching about other cultures about prejudice, privilege, and multiple perspectives? How can specific online tools or strategies contribute to teachers’ development of world-mindedness? (Merryfield, 2003)

The article explores applications of multimedia effectiveness within multicultural teaching. It introduces how technology can be used as a tool to integrate principles and practices of multicultural education through the Internet. (Sleeter & Tettagah, 2002)

LEARNING NEEDS
There is great opportunity to research and compare learning styles between homogeneous groups and multicultural audiences. Limited information exists regarding the question “are learning styles different in multicultural audiences as compared with more homogeneous groups?” Kim and Bonk (2002) note several salient points in their article on cross-cultural comparisons of online learning and collaboration that can begin to address the question. These notes provide a starting point for reflection, discussion, and additional data gathering, for further evaluating differences and their breadth.

The authors report that students of different ethnic backgrounds may have different learning processes. This hypothesis is based on a study that found learners from Asian and Western cultures differed in communication patterns, as well as expectations around the roles of teachers and student learning styles. Thus, the “findings suggest that students of different ethnic backgrounds may have different learning processes”. Kim and Bonk also report “some studies have revealed that online learners use different communication styles across cultures”. The difference includes the level of reserved communication for some students as compared to a higher degree of expression of thoughts for others. It is reasonable to extrapolate that different communication styles may lead to different learning styles, as communication is a part of learning.

Kim and Bonk conducted their own assessment of the impact of learning styles on students of various cultures. Among their findings is the notion that US students were “more action-oriented and pragmatic in seeking results or giving solutions” than the Finnish students or the Korean students in their study. The study also revealed that Finnish students “tended to seek feedback or opinions that are more theory-driven rather than action-oriented in their discussions”. The Finns also were noted as being more reflective, while the Korean approach was one of a more social and contextual basis.

The data also suggests differences exist in collaboration styles across cultures. The study found that, given a choice in how to prepare written assignments, American and Korean students worked individually more than in teams, while Finnish students wrote course submissions in pairs or small teams. This is an example of a difference in social interaction across three cultures that manifests itself in the learning styles of the culture. From a small study that evaluated American, Finnish and Korean students in several facets of learning and communication, one can generalize that homogeneous groups of learners share commonalities in approaches to and behaviors related to learning. By creating a multicultural “soup” of students, it is valuable if not imperative, for both facilitators and students to respect, honor and leverage different learning styles.

IMPLICATIONS FOR SOCIAL NETWORKING
Social networking is a phenomenon that is present in every community in which we participate, including virtual communities and online courses. It is an opportunity to reach out and share with others in order to be informed and influenced by their knowledge, ideas and perspectives. "One of the chief tenets for a successful and engaging online course is the development of an effective system that provides ongoing student interaction",(Edelstein & Edwards, 2002). The comparison of ideas in social networks sets the stage for social discourse. As a social network grows, it creates its own social presence and has power in the collective social capital which gives it an identity and value in the world at large.

In a multicultural environment, be it a corporate or educational setting, social networking is of paramount value and should be cultivated by every member of the “community”. It offers the opportunity to experience different perspectives and provides expertise in local culture, to improve understanding for the enhancement of knowledge and negotiate resolution. Warmoes and Tayart state that “The most important thing to keep in mind when engaging in corporate community involvement in Europe is literally and figuratively to ‘speak the local language’, (Amery, E. and Turegano, L., 2001). In context with the original article, this speaks of socially acceptable business and philanthropic practices in Europe, but it is indicative of all cultures (including online courses) which have their own codes and methods of operations, that one must learn about the “rules” or as the first quote says, the “local language” in order to learn what constitutes valuable and invaluable social capital in that “community”. In addition, each member of a new relationship needs to understand the cultural norms that ground the actions and interactions of each member with the group. Once this sensitivity has been established, negotiations for acceptable group work may be established and social capital for that group will flourish.

Social networks must be designed and cultivated. This is particularly true in an online educational environment, where the participants generally have no prior knowledge of each other. It is important to guide the establishment of relationships through the use of icebreakers and opportunities to gain insight to each member of this new community. "To accomplish a level of interaction that is conducive to an active and progressive learning community, a facilitator may opt to incorporate threaded discussions as a means of generating or promoting interaction",(Edelstein & Edwards, 2002).

Communication is enhanced by social networking and interactions such as team projects which require collaborative problem solving. Communication is also enhanced by learning about different cultural styles which influence individual participation, such as attitudes about time, due dates, culturally based greetings, and communication between age and gender gaps. These issues must be considered in the development and development of online learning. It is with consideration of these issues, coupled with educational objectives and desired outcomes, that one must look to the educational philosophies and online technologies to provide the best opportunities for individuals and the social communities, to access the course materials, communicate and function in ways to be successful in attaining desired results.

Teaching and learning in a multicultural environment is a challenge with great opportunities. Social networking can provide increased resources, with the understanding and power to enhance an inclusive experience.

IMPLICATIONS FOR EDUCATION & TRAINING
Social networking must work in lock step with educational strategies in order to meet learning objectives, to improve understanding, and enhance associated performance outcomes. There are many current instructional design models and paradigms, each of which can be interpreted as culturally and socially determined (McLoughlin, 1999). Ideally, the learning strategies employed in online learning for multicultural groups would reflect the multicultural realities of society, including multicultural ways of learning and teaching, and promote equity of learning outcomes (McLoughlin, 1999). Additional considerations include how learning styles affect task orientation, levels of formality the learner expects, and cultural constraints on who initiates and moderates discussion.

Recognizing that these factors exist, leaders in higher education can leverage creative and visionary staff to set the tone for delivery of courses that entail solutions to these issues. The investment in qualified staff will propel the implementation of successful multicultural learning forward. Benchmarking and networking are excellent tools that allow institutions to develop relationships, share knowledge, and assess best practices among these institutions. The culmination of this collaboration can result in meeting learning objectives on a tactical and strategic level. Success is dependent upon leadership that supports and breeds this philosophy.

Taking this concept one step further, corporations seek to turn knowledge from training events into performance outcomes on the job. With support from the corporation itself, the multicultural employee pool can help corporations meet their strategic goals. Sleeter points out a problem when he states that “one out of every ten technology jobs remain vacant due to insufficient skilled workers”. Addressing the training needs of a multicultural work force acknowledges the potentially synergistic relationship that can promote overall growth. A robust training program that is sound, practical and visionary, can create leadership in learning which will reward its participants.

Corporate training outcomes focus on teaching the employee to do the job right the first time, and to reproduce those efforts consistently. Investment in educational strategies that develop multicultural learners can lead to confidence building, an increase in interaction, fewer errors, reduced overtime, and improved safety metrics (being able to speak and read English increases the comprehension of safety-related warnings, which in turn reduces workplace accidents) (Lynn, 2000).

What strategies should higher institutions and the corporate world consider as they develop and implement multicultural learning programs? McLoughlin presents degrees of cultural inclusivity in Web-based learning, and shares a perspective on the highest level of cultural inclusivity, whereby multicultural learning needs are best served by a focus on designing constructivist learning activities. To meet this need, one must recognize that students may adopt different learning approaches and have different levels of prior knowledge. Cultural differences and perspectives that students bring to learning must be interpreted as assets, not liabilities. It is critical to set high expectations and challenges, per McLoughlin, to create a motivating climate for all students, and to assess learning in an authentic manner, including diagnostic, formative and outcome assessment.

CONCLUSION
The intended benefits and outcomes of a sound multicultural online learning community can be quickly realized, even before the implementation of such a program. It is inevitable that teaching and learning philosophies and styles will not only be challenged, but improved and reinforced to meet the demands of a multicultural learning environment (Leask, 2001). Many corporations and almost all higher education institutions include diversity in their mission statements and provide a vision of how and why these initiatives must be undertaken. With this formal inclusion into the core of what these entities stand for, extending these values into various educational and training programs must be continually supported by senior management and rigorously implemented by staff and employees. New patterns of creativity and respectful decision making will no doubt contribute to a successful implementation, through a process of openness, acceptance and negotiation (Leask, 2001). The process of course planning and delivery will no longer be a pre-packaged, all in one solution that has met the needs of homogeneous learning groups of the past. This new paradigm will require a process that entails all participants to understand not only their roles and contributions, but those of their peers as well. Careful attention must be dedicated to understanding the various learning needs of a diverse audience, and options must be provided to address learners with different levels of prior knowledge, learning styles and cultural philosophies (Jones, 2005). The concept of social networking will quickly become a staple of most online programs, where culturally diverse values, norms and concerns are expressed, respected and understood. Formal and informal education strategies will continue to undergo scrutiny and change, as all of the diverse community members will play leadership roles in one form or another. As a result of the demand for global learning, the vision for multicultural online learning communities has quickly moved from a background role, to one of necessity and notoriety.