Abstract:

The Challenge of Effective Online Learning Across Cultures:
The academic world faces a growing challenge: developing online learning programs that are equitable, empowering, and tailored to address the diverse professional needs of learners. Effective online programs must go beyond simply delivering information; they must also cater to the social, emotional, and psychological (SEP) aspects of learning. A critical component of SEP, encompassing both practical and motivational elements, is learners' psychological empowerment (PE).
This study investigates students' (from three distinct cultures) perceptions of online learning through the lens of SEP. The analysis focuses on several key measures: social needs, PE, skill acquisition strategies, workload, privacy concerns, and instructional quality.

Cultural Variations in SEP Perceptions:
The study revealed significant differences in students' SEP perceptions of online learning, particularly regarding the fulfillment of social-emotional needs and PE. These variations manifested in most examined areas, with a notable exception: privacy intrusion. Students from all cultures expressed comfort using online platforms and no significant privacy concerns. However, clear differences emerged in their social interaction needs and preferences within the online learning environment.

Overall SEP Frustration and Cultural Variations:
The study found a general sentiment of the academic system falling short of meeting students' SEP needs. This higher social-emotional frustration correlated with hindered learning acquisition and intensified workload perceptions. Notably, students from England displayed the highest SEP frustration, reporting a greater perceived lack of social interaction and PE compared to their Jewish-Israeli counterparts. Interestingly, Palestinian-Israeli students reported the lowest frustration and highest perceived skill acquisition.

Challenging the Isolation Narrative for Minorities:
These findings challenge the common assumption that minority groups experience greater isolation and loneliness within academia. This may be explained by their potentially lower social expectations and heightened resilience developed from navigating complex socio-political environments. This resilience could translate into a higher perceived ability to acquire and utilize new skills.

Recommendations and Significance:
The research findings highlight the critical importance of accounting for the diverse SEP perceptions of students from different cultures when designing online learning programs. It underscores the need for both inclusive academic studies representing minority groups and differentiated pedagogical approaches catering to these varied needs. Understanding these specific SEP requirements across cultures is crucial for educators to create optimal online learning experiences for diverse classrooms globally. This study contributes significantly to the international discourse on SEP in online learning by expanding theoretical and methodological knowledge, ultimately proposing practical solutions for effective online teaching in multicultural classrooms.

Keywords:

Online learning, cultural diversity, higher education, teaching and learning strategies, social-emotional-psychological needs, student perceptions.