CROSS-CULTURAL DIFFERENCES IN STUDENTS’ PERCEPTIONS OF ONLINE LEARNING SUCCESS FACTORS

A. Cortés, E. Barbera

Open University of Catalonia (SPAIN)
The purpose of this research was to identify factors of success in online learning from the perspective of learners belonging to four different universities in four different countries (USA, China, Spain and Mexico). A systemic and socio-constructivist model of inputs-process-outputs of learning was used. The model is composed of 16 factors and a total of 47 variables: five learner predictor factors, eight institutional predictor factors and three different outcome factors. Two questionnaires were completed by 1119 learners. Significant differences were found from the learners’ point of view in 14 factors and two factors indicated similarities: instructor interaction and learner satisfaction. Using Hofstede’s (2001) cultural dimension, this study examines specific differences and similarities between countries. The findings of this research will be helpful for faculty and instructional designers when implementing learning strategies that address cultural differences.