Distance Higher Education Experiences of Arab Gulf Students in the United States: A Cultural Perspective

Autor/in	Al-Harthi, Aisha S.
Titel	Distance Higher Education Experiences of Arab Gulf Students in the United States: A Cultural Perspective
Quelle	In: International Review of Research in Open and Distance Learning, 6 (2005) 3, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Students; Cultural Differences; Interviews; Student Attitudes; Problems; Graduate Students; Arabs; Foreign Countries; Phenomenology; Electronic Learning; Educational Technology; Computer Assisted Instruction; Instructional Design; Internet; Distance Education; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Interviewing; Interviewtechnik; Schülerverhalten; Problemsituation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Arab; Araber; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Computerkonferenz
Abstract	This article reports on a phenomenological research study that was undertaken to provide cultural understanding about the nature of distance education experiences of Arab graduate students pursuing degree programs in the United States. As a theoretical framework, Hofstede's international difference dimensions and Hall's concept of low and high context cultures were used. Six participants were interviewed from the Arab Gulf States. Analysis of these interviews revealed cultural aspects related to student background. Description of participant experiences are explained in the following themes: mandatory nature of the experience, persistence of social shame feelings online, language difficulties, less participation, and avoidance of confrontation and aggravation of feelings. This study concludes with a few recommendations for future research. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10