Talk given at the BOBCATSSS 2015 conference - http://www.bobcatsss2015.com/. This paper explains the prevalent cultural differences in e-learning on the basis of Hofstede’s (1988) cultural dimensions. It became clear that the most recurrent cultural dimension was individualism-collectivism and the least prominent was masculinity-femininity. Although the cultural dimensions offered support for explaining the results of the study, there were also some differences. The data obtained during the study explain different opportunities for helping the students in e-learning.

1. A N N E U U K K I V I
CULTURALDIMENSIONS
ININFORMATION
SCIENCESE-LEARNING

2. ̶ The importance of the subject
̶ The aim of this report
̶ Previous works
̶ Methodology
INTRODUCTION
Peter Steiner's cartoon, published in The New Yorker (1993)

3. ̶ individualism-collectivism
̶ power distance
̶ masculinity-femininity
̶ uncertainty avoidance
Hofstede’s cultural dimensions
http://norulesjustwords.wordpress.com/2013/11/18/cultural-differences-start-at-the-table/

4. ̶ individualism-collectivism was the most
prevalent dimension
̶ students from individualistic cultures needed
more context in e-learning than in classroom
learning
̶ the students did not always use the
communication style inherent to their culture
Individualism-collectivism

5. ̶ students from cultures of large power distance
tended to prefer formal and students from
cultures of small power distance tended to
prefer informal communicational style
̶ students from cultures of small power
distance felt less dependent on their lecturer
than students from cultures of large power
distance
̶ differences were also notable about showing
authoritarian attitudes
Power distance dimension

6. ̶ the least prominent cultural dimension was
masculinity-femininity
̶ students from feminine cultures valued the
friendliness of the lecturer, tried to avoid
failure and did not like the wish to compete
with each other that was prevalent in students
from masculine cultures
Masculinity-femininity

7. ̶ the students from cultures that are
accustomed to uncertainty felt it was difficult
to create relationships and expressed a need
for rules to feel themselves safe in
intercultural e-learning environment
̶ the students from cultures that are not
accustomed to uncertainty preferred literal
and simple use of language
Uncertainty dimension

8. ̶ Hofstede (1993): language and culture are not
connected directly enough to say that speaking in
the same language would mean sharing the
culture
̶ the students felt that sharing the same language
makes communication easier
̶ Hofstede (1988): people from cultures of similar
cultural background understand each other more
easily
̶ the students think that personal characteristics and
interests of the person are more important than the
latter
Discussion

9. ̶ the characteristics of cultural dimensions help
to find out the students’ preferences in online
communication and studying
̶ although the cultural dimensions offered support
for explaining the results of the study, there were
also some differences
̶ the data obtained during the study explain
different opportunities for helping the
students in e-learning
Conclusions

10. Q U E S T I O N S ?
Thankyoufor listening!