Global Contexts for Learning: Exploring the Relationship Between Low-Context Online Learning and High-Context Learners

Abstract

Current research on culture and distance education suggests that cultural variables influence student success online. When online courses are writing-based, they may provide easy information dissemination; however, the low-context medium may restrict the learning experience and class dynamic due to the lack of nonverbal communication. Students who come from a high-context culture may find low-context, online cultures to lack cues they would normally expect when meeting face-to-face. Judging that text-based online communication is low-context, this study explores the impact low-context communication makes in the learning environment of students from high-context cultures by investigating Hall's definitions of contexting and Hofstede's (1980) dimensions of culture in view of online learning. The article concludes by offering suggestions for how to better serve high-context cultures in low-context online courses in Christian institutions of higher education.