is more important, Insistence on single truths based on Acceptance of multiple truths based on logical consistency logical reasoning experience or practical Debate/argumentation is a learning outcomes? How is Consensus building is a learning activity activity disagreement managed? (Nisbett) Being right is most important Being virtuous is most important Willingness to challenge others when the Acceptance of contradictions for the sake teacher/students are presumed wrong or of continuing, harmonious dialogue being inconsistent Causality and More focus on causality More focus on systems / situations complex systems How is causality More goal orientation expected of More willing to work within social assigned typically? learners constraints Is it assigned to a Knowledge tied to cause-effect Knowledge tied to explanations of single, most likely explanations systems and situations source, or is it assigned to the Focus on evolving and situational Focus on stable knowledge and rules broader context? knowledge (Nisbett) Learning success or failure attributed to Learning success or failure attributed to student characteristics the situation Temporal Perceptions Cultural How dimension is manifested in learning situations Dimension Clock time and More clock focus More event focus event time How is uncertainty Instructional activities start and stop Instructional activities are allowed to dealt with? Is it promptly continue as long as they are useful avoided or accepted? Is Meetings outside of class time are limited Boundaries between class and outside structure assumed to strict schedules class are more fluid more important than flexibility? Strict deadlines and consequences for Work continues toward improvements What is the status missing them with less regard for deadlines of knowledge – established or in a process of Likes procedures Willing to bypass procedures development? (Hofstede; Nisbett) Learners work quietly toward planned Learners are talkative and expressive ends and may ignore plans Linear and More linear time More cyclical time cyclical time Do people conform to an external Time is to be managed One adapts to time measure of time, or do they allow the Learning proceeds along a linear path Learning is seen as practice toward event at hand to with clear prerequisites and milestones slowly increasing perfection unfold on its own
is more important, logical consistency or practical outcomes? How is disagreement managed? (Nisbett) Insistence on single truths based on logical reasoning Acceptance of multiple truths based on experience Debate/argumentation is a learning activity Consensus building is a learning activity Being right is most important Being virtuous is most important Willingness to challenge others when the teacher/students are presumed wrong or being inconsistent Acceptance of contradictions for the sake of continuing, harmonious dialogue Causality and complex systems More focus on causality More focus on systems / situations How is causality assigned typically? Is it assigned to a single, most likely source, or is it assigned to the broader context? (Nisbett) More goal orientation expected of learners More willing to work within social constraints Knowledge tied to cause-effect explanations Knowledge tied to explanations of systems and situations Focus on stable knowledge and rules Focus on evolving and situational knowledge Learning success or failure attributed to student characteristics Learning success or failure attributed to the situation Temporal Perceptions Cultural Dimension How dimension is manifested in learning situations Clock time and event time More clock focus More event focus How is uncertainty dealt with? Is it avoided or accepted? Is structure assumed more important than flexibility? What is the status of knowledge – established or in a process of development? (Hofstede; Nisbett) Instructional activities start and stop promptly Instructional activities are allowed to continue as long as they are useful Meetings outside of class time are limited to strict schedules Boundaries between class and outside class are more fluid Strict deadlines and consequences for missing them Work continues toward improvements with less regard for deadlines Likes procedures Willing to bypass procedures Learners work quietly toward planned ends Learners are talkative and expressive and may ignore plans Linear and cyclical time More linear time More cyclical time Do people conform to an external measure of time, or do they allow the event at hand to unfold on its own Time is to be managed One adapts to time Learning proceeds along a linear path with clear prerequisites and milestones Learning is seen as practice toward slowly increasing perfection
Hajovsky_CLT_ActiveLearningCulturalDimension.docx