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• W77185572 abstract "INTRODUCTION AND RATIONALE The online learning classroom has gained popularity over past several years. As of 2009, there were 5.6 million college students enrolled in online classrooms (Allen & Seaman, 2010). These numbers have continued to increase with advances in technology that have enriched learning experiences in virtual and asynchronous online classrooms. The purpose of this paper is to explore effects of online learning in era of increased diversity. The paper argues that, by breaking down barriers influenced by social and cultural backgrounds of graduate students, online classrooms create space in which students from diverse cultures and orientations participate in coconstruction of knowledge and learning. In addition, online classrooms offer chances for authentic identities and student voices to emerge uninhibited. Cultural Differences Various studies have indicated that cultural differences can be a barrier to learning (Alder, 2002; Jackson, 2002; Zhou, Knoke, & Sakamoto, 2005). When first language of a student is different from language of instruction and classroom discourse, there is a danger of lost meanings and misinterpretation due to switching between dual languages, speech acts, and uncertainty about what is being addressed or lexical inferences (Orasanu, Fischer, & Davidson, 1997). Further, Jackson (2002) found that accent is a barrier to communication in face-to-face classrooms because it may create an atmosphere of discomfort amongst participants in a class discussion. In addition to communication difficulties resulting from language and accent, struggle for minority students to blend or assimilate into dominant culture within face-to-face classrooms can result in lost identities. In order to survive in new educational environment, minority students may adopt dominant culture in class and compromise their own academic capabilities to fulfill academic requirements (Zhou et al., 2005). Consequently, knowledge exchange that permeates discussions in diverse classrooms is eroded as perspectives from dominant culture overshadow those from minority cultures. Inbuilt filters present in various cultures further prevent effective communication in diverse classrooms. Lim (2003) found that students from Far East tend to avoid confrontational debates and choose to be agreeable. A study by Taras and Rowney (2007) shows that students from Middle East tend to be assertive in speech, which may sound rude and/or phony to other people. Further, when students do not feel a part of learning community, they lose themselves within classroom environment (Taras & Rowney, 2007). For minority population, being in a physical classroom dominated by mainstream culture can be detrimental to their learning. These minority students may feel pressured to adapt to unfamiliar ways of thinking or may refrain from speaking because of cultural barriers. Inclusion of Voice Noninclusive classrooms that are characterized by a single dominant culture carry an inherent risk of constricting space as well as losing student identity and voice. Critical pedagogies are one approach to infuse student voice into structure of classrooms, especially for groups that are often excluded in classroom environment (Delpit, 1995, 2002; Johnson, 2004). When students hear and feel that their voice (or a voice they can relate to) is present, they are able to better grasp material and learn within classroom. According to Johnson (2004) the movement for inclusion is a movement for student voice and empowerment (p. 147). Thus, to promote inclusive education, voices of students who are often disempowered or silenced in schools need to be expressed (Thousand et al., 1999). Once students establish a voice in classroom, they can more openly express their ideas within classroom, which in turn supports learning process. …" @default.
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• W77185572 date "2012-01-01" @default.
• W77185572 modified "2023-09-27" @default.
• W77185572 title "Hear Me out! the Use of Identity, Space, and Voice in an Online Classroom" @default.
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