AIRCC's International Journal of Computer Science and Information Technology

Open Access Open Access  Restricted Access Subscription Access

Comparing the Cultural Dimensions and Learners’ Perceived Effectiveness of Online Learning Systems (OLS) Among American and Malaysian


 

With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a suitable measurement to answer the question, “Do culturally different learners perceive OLS effectiveness differently?” The aim of this comparative study was to gain a better understanding of OLS effectiveness in a non-western culture by comparing cultural dimensions and learners’ perceived effectiveness of OLS (across the four pillars: technology/support, course, professor, & learner) among American and Malaysian learners. Results show that American learners perceived a slightly higher OLS effectiveness in terms of the course and professor pillars than Malaysian learners. In other words, the findings indicated that the cultural dimensions distinguishing American and Malaysian learners influenced those two groups’ perceived effectiveness of the course and professor pillars of the OLS.

Keywords

Online learning systems (OLS), Cultural dimensions, Perceived Effectiveness of OLS.
User
Notifications
Font Size

  • Amant, K. (2004). Distance education in a global age: A perspective for internationalizing online learning communities. SIGGROUP Bulletin, 25(1), 13-19.

  • Anakwe, U. P., Kessler, E. H., & Christensen, E. W. (1999). Distance learning and cultural diversity: Potential users’ perspective. The International Journal of Organizational Analysis, 7(3), 224-243.

  • Au, N., Ngai, E. W. T., & Cheng, T. C. E. (2002). A critical review of end-user information system satisfaction research and a new research framework. The International Journal of Management Science, 30(6), 451-478.

  • Bailey, J. E., & Pearson, S. W. (1983). Development of a tool for measuring and analyzing computer user satisfaction. Management Science, 29(5), 530-546.

  • Baroudi, J. J., & Orlikowski, W. J. (1988). A short-form measure of user information satisfaction: A psychometric evaluation and notes on use. Journal of Management Information Systems, 4(4), 44-59.

  • Bauer, C., Chin, K. L., & Chang, V. (2000). Web-based learning: Aspects of cultural differences Proceedings of the Eighth European Conference on Information Systems, Vienna, 1396-1402.

  • Bray, E., Aoki, K., & Dlugosh, L. (2008). Predictors of learning satisfaction in Japanese online distance learners. International Review of Research in Open and Distance Learning, 9(3), 1-24.

  • Bowers, C. A. (1988). The cultural dimensions of educational computing: Understanding the nonneutrality of technology. New York: Teachers College Press.

  • Cai, S., Jun, M., & Pham, L. (2007). End user computing satisfaction and its key dimensions: An exploratory study. Proceedings of the Southwest Decision Science Institute Annual conference (SWDSI-35), 725-734.

  • Chen, S. J., Hsu, C. L., & Caropreso, E. J. (2006). Cross-cultural collaborative online learning: When the west meets the east. International Journal of Technology in Teaching and Learning, 2(1), 17-35.

  • Choe, J. (2004). The consideration of cultural differences in the design of information systems.

  • Information & Management, 41(5), 669-684.

  • Cushner, K. (2008). Convergence of cross-cultural and intercultural research. International Journal of Intercultural Relation, 32(2), 91-92.

  • Deng, X., Doll, W. J., Al-Gahtani, S. S., Larsen, T. J., Pearson, J. M., & Raghunathan, T. S. (2008). A cross-cultural analysis of the end-user computing satisfaction instrument: A multi-group invariance analysis. Information & Management, 45(4), 211-220.

  • Doll, W. J., & Torkzadeh, G. (1988). The measurement of end-user computing satisfaction. MIS Quarterly, 12(2), 259-274.

  • Doll, W. J., & Torkzadeh, G. (1991). The measurement of end-user computing satisfaction: Theoretical and methodological issues. MIS Quarterly, 15(1), 5-9.

  • Durgee, J. F., O’connor, G. C., & Veryzer, R. W. (1996). Observations: Translating values into product wants. Journal of Advertising Research, 36(6), 90-100.

  • Edmundson, A. L. (2005). The cross-cultural dimensions of globalization e-learning. International Journal of Information and Communication Technology Education, 1(2), 47-61, April-June.

  • Ein-Dor, P., & Segev, S. (1992). End user computing: A cross-cultural study. International Information Systems, 1(1), 124-137.

  • Ein-Dor, P., Segev, S., & Orgad, M. (1993). The effect of national culture on IS implications for international information systems. Journal of Global Information Management, 1(1), 33-44.

  • Etezadi-Amoli, J., & Farhoomand, A. F. (1991). On end-user computing satisfaction. MIS Quarterly, 15(1), 1-5.

  • Feather, N. T. (1975). Values in education and society. New York, NY: The Free Press.

  • Feather, N., & O'Brien, G. E. (1987). Looking for employment: An expectancy-valence analysis of job-seeking behavior among young people. British Journal of Psychology, 78, 251-272.

  • Gallivan, M., & Srite, M. (2005). Information technology and culture: Identifying fragmentary and holistic perspectives of culture. Information and Organization, 15(4), 295-338.

  • Grover, V., Jeong, S. R., Segars, A. H. (1996). Information systems effectiveness: The construct space and pattern of application. Information & Management, 31(4), 177-191.

  • Galusha, J.M. (1997). Barriers to Learning in Distance Education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6-14.

  • Heilman, G. E., & Brusa, J. (2005). An investigation of computer satisfaction in Mexico. Journal of Global Information Technology Management, 8(1), 48-63.

  • Hammoud, L., Love, S., Baldwin, L., & Chen, S. Y. (2008). Evaluating WebCT use in relation to students’ attitude and performance. International Journal of Information and Communication Technology Education, 4(2), 26-43.

  • Henry, W. (1976). Cultural values do correlate with consumer behavior. Journal of Marketing Research, 13, 121-127.

  • Hofstede, G. H. (1980). Culture’s consequences: International differences in work-related values.

  • Beverly Hills, CA: Sage.

  • Hofstede, G. H. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relation, 10(3), 301-320.

  • Hofstede, G. H. (1991). Cultures and organizations: Software of the mind. New York, NY: McGrawHill.

  • Hofstede, G. H. (1993). Cultural constraints in management theories. Academy of Management Executive, 7(1), 81-94.

  • Hofstede, G. H. (2003). Culture’s consequences: Comparing values, behaviors, institutions and organization across nations (2nd ed.). Beverly Hills, CA: Sage.

  • Hofstede, G. H., & Bond, M. H. (1998). The Confucius connection: From cultural ischolar_mains to economic growth. Organizational Dynamic, 4(16), 4-21.

  • Ilias, A., Yasoa, M. R., Razak, M. Z. A., & Rahman, R. A. (2007). The study of end-user computing satisfaction (EUCS) on computerized accounting system (CAS) among Labuan F.T government sectors: A case study in the responsibility centres. Labuan e-Journal of Muamalat and Society, 1, 114.

  • Ives, B., Olson, M. H., & Baroudi, J. J. (1983). The measurement of user information satisfaction.

  • Communications of the ACM, 26(10), 785-793.

  • Jones, K. C. (2007). Worldwide E-learning to draw nearly $53 billion by 2010. InformationWeek, Retrieved May, 20, 2009, from http://www.informatioweek.co- m/news/intenet/showArticle.jhtml?articleI-D=201311139

  • Kahle, L. R., & Kennedy, P. (1988). Using the list of values (LOV) to understand consumers. Journal of Services Marketing, 2(4), 49-56.

  • Kettinger, W. J., & Lee, C. C. (1994). Perceived service quality and user satisfaction with the information service function. Decision Sciences, 25(5-6), 737-767.

  • Koc, M. (2005). Individual learner differences in web-based learning environments: For cognitive, affective and social-cultural perspectives. Turkish Online Journal of Distance Education, 6(4), 12-22.

  • Lee, J. J., & Lee, K. P. (2007). Cultural differences and design methods for user experience research: Dutch and Korean participants compared. Communications of the ACM, 21-34.

  • Levy, Y., & Murphy, K. E. (2002). Toward a value framework for online learning system.

  • Proceedings of the 35th Hawaii International conference on system Sciences (HICSS-35’02), 40-48.

  • Levy, Y. (2003). A study of learners’ perceived value and satisfaction for implied effectiveness of online learning systems. Dissertation Abstracts International, 65(03), 1014A. (UMI No. AAT 3126765)

  • Levy, Y. (2006). Assessing the value of e-learning systems. Hershey, PA: Idea Group Publishing, Inc.

  • Malik, N. A., Belawati, T., & Baggaley, J. (2005). Framework of collaborative research and development on distance learning technology for Asia. The 19th Annual Conference, Association of Asian Open Universities, Jakarta, Indonesia, 1-11.

  • Munson, J. M., & Posner, B. Z. (1980). The values of engineers and managing engineers. IEEE Transactions on Engineering Management, 26(2), 55-60.

  • Oshlyansky, L., Cairns, P., & Thimbleby, H. (2006). A cautionary tale: Hofstede’s VSM revisited.

  • Proceeding of British Human Computer Interaction Conference, 2, 128-132.

  • Robinson, B. (1999). Asian learner, western models: Some discontinuities and issues for distance educators. In R. Carr, O. J. Jegede, T. M. Wong, & K. S. Yuen (Eds.), The Asian Distance Learner (pp. 33-48). Hong Kong: The Open University of Hong Kong Press.

  • Rokeach, M. (1969). Beliefs, attitudes, and values. San Francisco, CA: Jossey-Bass.

  • Rokeach, M. (1973). The nature of human values. New York, NY: The Free Press.

  • Rubio-Sanchez, A. (2007). Cultural dimensions and their influence on shopping value. Retrieved from Dissertations and Theses database. (AAT 3296109).

  • Sánchez-Franco, M. J., Martínez-López, F. J., & Martín-Vekicia, F. A. (2009). Exploring the impact of individualism and uncertainty avoidance in web-based electronic learning: An empirical analysis in European higher education. Computer & Education, 52(3), 588-598.

  • Seddon, P. B., & Yip, S. K. (1992). An empirical evaluation of user information satisfaction (UIS) measure for use with general ledger accounting software. Journal of Information Systems, 6(1), 7593.

  • Seddon, P. B., Graeser, V., & Willcocks, L. P. (2003). Measuring organization IS effectiveness: An overview and update of senior management perspectives. The DATABASE for Advances in Information Systems, 33(2), 11-29.

  • Shachaf, P. (2008). Cultural diversity and information and communication technology impacts on global virtual teams: An exploratory study. Information & Management, 45(2), 131-142.

  • Straub, D. W., Loch, K., Evaristo, R., Karahanna, E., & Strite, M. (2002). Toward a theory-based measurement of culture. Journal of Global Information Management, 10(1), 13-23.

  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful elearning?

  • An empirical investigation of the critical factors influencing learner satisfaction. Computer & Education, 50(4), 1183-1202.

  • Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75-86.

  • Wangpipatwong, T., & Papasratorn, B. (2007). The influence of constructivist e-learning system on student learning outcomes. International Journal of Information and Communication Technology Education, 3(4), 21-33.

  • Watson, R., Ho, T., & Raman, K. (1994). Culture: A fourth dimension of group support systems.

  • Communications of the ACM, 37(10), 45-55.

  • Whitten, D. (2004). User information satisfaction scale reduction: Application in an IT outsourcing environment. Journal of Computer Information Systems, 45(2), 17-26.

  • Wilson, B.G. (2004). Designing e-learning environment for flexible activity and instruction.

  • Educational Technology Research & Development, 52(4), 77-84.

  • Xiao, L., & Dsgupta, S. (2002). Measurement of user satisfaction with web-based information systems: An empirical study. Proceedings of the 8th Americas Conference on Information Systems, Dallas, Texas, 1149-1155.

  • Zhang, D., & Lowry, P. B. (2008). Issues, limitations, and opportunities in cross-cultural research on collaborative software in information systems. Journal of Global Information Management, 16(1), 6191.

  • Zhang, D. S., Lowry, P. B., Zhou, L., & Fu, X. L. (2007). The impact of individualism-collectivism social presence, and group diversity on group decision making under majority influence. Journal of Management Information Systems, 23(4), 53-80.


Abstract Views: 253

PDF Views: 162




  • Comparing the Cultural Dimensions and Learners’ Perceived Effectiveness of Online Learning Systems (OLS) Among American and Malaysian

Abstract Views: 253  |  PDF Views: 162

Authors

Abstract


With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a suitable measurement to answer the question, “Do culturally different learners perceive OLS effectiveness differently?” The aim of this comparative study was to gain a better understanding of OLS effectiveness in a non-western culture by comparing cultural dimensions and learners’ perceived effectiveness of OLS (across the four pillars: technology/support, course, professor, & learner) among American and Malaysian learners. Results show that American learners perceived a slightly higher OLS effectiveness in terms of the course and professor pillars than Malaysian learners. In other words, the findings indicated that the cultural dimensions distinguishing American and Malaysian learners influenced those two groups’ perceived effectiveness of the course and professor pillars of the OLS.

Keywords


Online learning systems (OLS), Cultural dimensions, Perceived Effectiveness of OLS.

References