Designing for differences: Cultural issues in the design of WWW-based course-support sites.

Betty Collis

    Research output: Contribution to journalArticleAcademicpeer-review

    87 Citations (Scopus)

    Abstract

    Culture is a critical influence on the acceptance, use of, and impact of learning resources. WWW-based course-support sites are becoming an increasingly familiar type of learning resource in higher education. How might different aspects of culture be predicted to affect the institution's, instructor's, and student's reactions to WWW-based course-support sites? How can such sites be designed to adapt to different expectations and learner preferences, especially those related to culture? This article analyses various of these cultural aspects, and argues that WWW-based course-support sites should be designed to be adaptable to different types of cultural differences through the application of a set of ten design guidelines. An example illustrating the design guidelines, the TeleTOP Method from the University of Twente, is described and evaluated relative to the design guidelines. Important considerations related to feasibility as well as to conceptual and strategic choices are included in the scope of the guidelines; the instructor's cultural ecology requires particular attention. But WWW sites and guidelines in themselves are not enough for cultural flexibility; sensitivity and appropriate responsiveness remain human activities.
    Original languageUndefined
    Pages (from-to)201-216
    Number of pages15
    JournalBritish journal of educational technology
    Volume30
    Issue number3
    DOIs
    Publication statusPublished - 1999

    Keywords

    • IR-26869
    • METIS-135520

    Cite this

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    title = "Designing for differences: Cultural issues in the design of WWW-based course-support sites.",
    abstract = "Culture is a critical influence on the acceptance, use of, and impact of learning resources. WWW-based course-support sites are becoming an increasingly familiar type of learning resource in higher education. How might different aspects of culture be predicted to affect the institution's, instructor's, and student's reactions to WWW-based course-support sites? How can such sites be designed to adapt to different expectations and learner preferences, especially those related to culture? This article analyses various of these cultural aspects, and argues that WWW-based course-support sites should be designed to be adaptable to different types of cultural differences through the application of a set of ten design guidelines. An example illustrating the design guidelines, the TeleTOP Method from the University of Twente, is described and evaluated relative to the design guidelines. Important considerations related to feasibility as well as to conceptual and strategic choices are included in the scope of the guidelines; the instructor's cultural ecology requires particular attention. But WWW sites and guidelines in themselves are not enough for cultural flexibility; sensitivity and appropriate responsiveness remain human activities.",
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    Designing for differences: Cultural issues in the design of WWW-based course-support sites. / Collis, Betty.

    In: British journal of educational technology, Vol. 30, No. 3, 1999, p. 201-216.

    Research output: Contribution to journalArticleAcademicpeer-review

    TY - JOUR

    T1 - Designing for differences: Cultural issues in the design of WWW-based course-support sites.

    AU - Collis, Betty

    PY - 1999

    Y1 - 1999

    N2 - Culture is a critical influence on the acceptance, use of, and impact of learning resources. WWW-based course-support sites are becoming an increasingly familiar type of learning resource in higher education. How might different aspects of culture be predicted to affect the institution's, instructor's, and student's reactions to WWW-based course-support sites? How can such sites be designed to adapt to different expectations and learner preferences, especially those related to culture? This article analyses various of these cultural aspects, and argues that WWW-based course-support sites should be designed to be adaptable to different types of cultural differences through the application of a set of ten design guidelines. An example illustrating the design guidelines, the TeleTOP Method from the University of Twente, is described and evaluated relative to the design guidelines. Important considerations related to feasibility as well as to conceptual and strategic choices are included in the scope of the guidelines; the instructor's cultural ecology requires particular attention. But WWW sites and guidelines in themselves are not enough for cultural flexibility; sensitivity and appropriate responsiveness remain human activities.

    AB - Culture is a critical influence on the acceptance, use of, and impact of learning resources. WWW-based course-support sites are becoming an increasingly familiar type of learning resource in higher education. How might different aspects of culture be predicted to affect the institution's, instructor's, and student's reactions to WWW-based course-support sites? How can such sites be designed to adapt to different expectations and learner preferences, especially those related to culture? This article analyses various of these cultural aspects, and argues that WWW-based course-support sites should be designed to be adaptable to different types of cultural differences through the application of a set of ten design guidelines. An example illustrating the design guidelines, the TeleTOP Method from the University of Twente, is described and evaluated relative to the design guidelines. Important considerations related to feasibility as well as to conceptual and strategic choices are included in the scope of the guidelines; the instructor's cultural ecology requires particular attention. But WWW sites and guidelines in themselves are not enough for cultural flexibility; sensitivity and appropriate responsiveness remain human activities.

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