Gender Issues regarding cultural differences in education; Evaluation gender-specific data of the Learning Culture Survey from three continents of the Learning Culture Survey. The related paper was written by Thomas Richter and Asta Zelekauskaite and presented at the IADIS e-Learning conference 2014 in Lisbon, Portugal.

1. Institut für Informatik und
Wirtschaftsinformatik (ICB)
Culture, Gender and TEL: Female and Male
Students' Perceptions across Three Continents
Thomas Richter
University of Duisburg-Essen Picture right: Winding-
tower, Essen
IADIS e-Learning Annual Conference: Lisbon,
Portugal, 15.-18. July 2014

2. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
2
Learning Culture Survey (LCS)
n initialized in 2007 as international survey
n investigating culture-specific perceptions, attitudes, and
expectations of learners in Higher Education
n operationalization (2007), translation (2008), test studies,
refinement cycles (2008-2009)
n since 2010 standardized questionnaire (4 point Likert scale,
102 items; available in 11 languages)
n Aim: Conflict reduction in international scenarios of
TEL & support for contextualization (adaptation) of
learning resources

3. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
3
Learning Culture Survey (LCS): Focused Issues
n the role of professor & tutor
n tasks and responsibilities of professor & tutor
n perception of feedback
n motivation & discouragement
n group work related issues
n group building processes
n time management
n experiences with group work in education
n general gender-specific issues

4. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
4
Culture Research in Education and IS: Status quo
n over 70% of research bases on Hofstede’s dimensions
n IBM value-based management-study from 1970s, over
115.000 sample elements from 40 countries
n 4 dimensions resulted: PDI, IDV, MAS, UAI
n (relative) national key-values based on management and
data exclusively from IBM
n comprehensive discussions (transfer) of results and
consequences, e.g. in relation to general education
n Preconditions:
n concept of general national culture is valid: key-values from
management context are transferable to all other contexts
n cultural values actually are persistent over time

5. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
5
Appropriateness of Method … Positions
n Hofstede:
u national culture generally exists (Montesquieu’s “Spirit of a
Nation”)
u key-values generally valid across subcultures (basic values)
u values persistent because basic values are slowly changing
If above assumptions are valid, it would be very comfortable …
Ø rarely changing parameters: persistent research results,
Ø generalization of results and experiences on cultural issues to
all educational contexts within a nation
Ø but …
Several further doubts expressed in literature but no empiric
studies available investigating the issue …
10 20 30 40 50 60 70 80 90 1000
Impact
significant
Germany
(35)
Austria
(11)
South Korea
(60)
China
(80)
Impact
not
significant
Impact
not
significant

6. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
6
Implementation of LCS (Higher Education)
n 2010 Germany (culturally homogenous)
u In-depth study design (faculty & university level)
u 3 universities, online version
u 1817 completed questionnaires (2-5% acceptance rate)
n 2011 South Korea (culturally homogenous)
u broad study design (university level)
u 39 universities in Seoul, paper version
u 286 completed questionnaires (ca. 50% acceptance
rate)
n 2013 Ghana (University of Accra)
u 1 university, paper based
u 352 completed questionnaires (ca. 46% acceptance
rate)
n incomplete questionnaires were excluded from evaluation

7. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
7
Implementation of LCS (Professional Training)
n 30+ German stock-noted enterprises invited for participation
(providing in-house professional training)
n 5 enterprises offered support, each with 25 sample elements
n 2 enterprises actually delivered 7+ sample elements
n choice of sample elements by enterprises (no direct
influence)
n study took place in 2012, paper based
n questionnaire was slightly adopted to context (e.g.,
“professor” became “instructor”)
n results not representative but fully sound according to
particular character of each professional context

8. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
8
Contextual transferability (Tasks of the Lecturer)

9. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
9
LC: Section block “Gender Issues” (gender level)

10. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
10
LC: Section block “Gender Issues” (country level)
Separating female and
male students in
workgroups eases
social interaction
Female and male
students have the same
abilities when it comes
to technological issues
Female and male
students are treated
the same if failing
Female and male
students are treated
the same if successful
A female quota is not
useful in male-
dominated fields
Female and male
students have the same
abilities when it comes
to social issues

11. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
11
LC: Section block “Group Work (Statements)”
(country level)
In group work, it should
be possible to be divided
into subtasks
In group work, a
balanced f/m quota raises
the quality of results
In group work, a task is
to be collectively solved
In group work, I
defend my own opinion

12. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
12
LC: Section block “Motivation”
(country level)
Learning is motivating
for me if the contents
are demanded by the
professor
If a part task is too
difficult for me, I just solve
the manageable ones
Learning is motivating for
me if the taught contents
raise my chances for my
later job
I am easily
discouraged because
of others or situations

13. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
13
LC: Section block “Selection of Group Members”
(country level)
Sympathy
I do not build
groups myself
Deep understanding
of the subject

14. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
14
LC: Section block “When is Group Work Useful?”
(country level)
GW is particularly useful to
learn and comprehend basics
GW is particularly
supportive for
memorizing
GW is particularly
supportive when having
to do case studies
GW is particularly helpful to
consolidate learning contents

15. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
15
LC: Section block “Time Management”
(country level)
I do not care too
much about deadlines

16. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
16
LC: Section block “Role of the Lecturer”
(country level)
A professor is an idol
A professor is a
trusted person
A professor is a
respect person
A professor is
unfailing
A professor is a
public figure

17. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
17
Findings and Conclusions
n General
u Learning Culture Questionnaire as instrument works.
u There is nothing such as a homogenous educational culture
across contexts..
u Learning Culture Survey helps understanding students culture-
specific perceptions and attitudes
u Data can be used as indicators for learning content adaptation
and context-sensitive learning design.
u Results are yet not clear enough to determine reasons for
differences; further investigations required
n Gender differences
u Differences between gender could be found regarding some
investigated issues but none was highly significant
u concept of national culture blurs gender-related differences
n Implications for TEL
u TEL generally can support overcoming gender differences, e.g.
by masquerading individual gender.
u Particular interventions regarding investigated contexts and
issues not crucial but support for tranquilization possible

18. Thomas Richter @IADIS 2014, Lisbon
Culture, Gender and TEL: Female and Male Students' Perceptions across Three Continents
18
Are there any open questions?
All are heartily invited to participate in the survey!
Contact: thomas.richter@icb.uni-due.de