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

D.T. Tempelaar, B.C. Rienties, S.J.H. Giesbers, S. Schim van der Loeff

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

7 Citations (Scopus)

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.
Original languageEnglish
Title of host publicationTranscultural blended learning and teaching in postsecondary education
EditorsE. Jean François
Place of PublicationHershey PA
PublisherIGI Global
Pages30-51
Number of pages22
ISBN (Print)978-1466620148
DOIs
Publication statusPublished - 1 Jan 2013

Cite this

Tempelaar, D. T., Rienties, B. C., Giesbers, S. J. H., & Schim van der Loeff, S. (2013). How cultural and learning style differences impact students’ learning preferences in blended learning. In E. Jean François (Ed.), Transcultural blended learning and teaching in postsecondary education (pp. 30-51). IGI Global. https://doi.org/10.4018/978-1-4666-2014-8.ch003