Perspectives on Culture and e-Learning Convergence

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Kinuthia, W. & Nkonge, B. (2005). Perspectives on Culture and e-Learning Convergence. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 2613-2618). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21594.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005
E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
October 2005
ISBN 1-880094-57-6
  Griff Richards
AACE

More Information on ELEARN
Table of Contents

Authors

Wanjira Kinuthia, Georgia State University, United States; Bessie Nkonge, NC A&T State University, United States

Abstract

Many instructional design models and paradigms address cognitive and pedagogical issues, but many also fail to define the sociocultural contexts for application. When instructional programs are built upon inappropriate technology or instructional developers understanding that is divergent from the learners' understanding, needs, and goals, the intended results vary. To this end, participatory approaches should be considered in an attempt to seek a more systematic accommodation of cultural knowledge. This requires formulation of strategies that are time and cost effective, practical and appropriate, yet affirm their uniqueness while simultaneously retaining their functionality within the larger domain. This paper is an attempt to rationalize the place of cultural knowledge in the instructional design process. The focus is not to dichotomize cultural knowledge structures, but to address elearning promises and challenges within the said context.

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