ABSTRACT
In the context of massive open online learning environments, extensive research has found that regional and cultural backgrounds have a quantifiable influence on persistence and performance. The degree of this influence can vary with how a course is designed, specifically whether its learning design (LD) is culturally inclusive. However, limited attention has been paid to learners’ perceptions about LD and their self-reported experiences with various types of learning activities. Chapter 8 presents an overview of mixed-methods findings from two studies on LDs. The first study used a quantitative approach to investigate the extent to which learners’ persistence in various LDs varies between geo-cultural contexts. The second study used a qualitative approach to examine the link between learners’ geo-cultural background and their perspective about how different elements of learning design contribute towards their learning. Chapter 8 highlights a need for increased intercultural awareness among course instructors, designers, and providers to design culturally inclusive learning environments. The findings also offer theoretical and practical implications and enrich our understanding of learning with various activities in massive open online courses.
