Table 3 Retrieved from on March 31, 2016. https://commons.wikimedia.org/wiki/File:Ten_Differences_Between_Collectivist_and_Individualist_Societies. Retrieved from png.png on March 31, 2016. https://commons.wikimedia.org/wiki/File:Ten_Differences_Between_Feminine_and_Masculine_ Retrieved from Societies.png.png on March 31, 2016. Retrieved from on March 31, 2016. Table 4 The Cultural Dimensions of Learning Framework (CDLF) Social Relationships Cultural How dimension is manifested in learning situations Dimension Equality and More equality More authority Authority How is inequality Teachers treated as equals to be engaged, Teachers are treated as unchallenged handled? How is even challenged authorities status handled and Students take responsibility for learning Teachers are solely responsible for what respect given? activities happens in instruction What is appropriate in interactions for those with unequal Dialogue and discussion are critical The teacher is the primary status? (Hofstede; learning activities communicator Lewis) Individualism More individualistic More collectivist & Collectivism Which is more Expectations that students speak up Students speak up in limited situations important, the interests of the Learning how to learn (cognitive skill) is Learning how to do (content knowledge) individual or the primary (individual growth) is primary (social growth) interests of the group? To what Expression of students point of view is Student expected to accommodate degree are valuable component of learning point of view teacher’s interpersonal relationships Hard work is motivated by individual Hard work is motivated by the greater valued? (Hofstede; gain good Nisbett)
Table 3 Retrieved from on March 31, 2016. Retrieved from https://commons.wikimedia.org/wiki/File:Ten_Differences_Between_Collectivist_and_Individualist_Societies. png.png on March 31, 2016. Retrieved from https://commons.wikimedia.org/wiki/File:Ten_Differences_Between_Feminine_and_Masculine_ Societies.png.png on March 31, 2016. Retrieved from on March 31, 2016. Table 4 The Cultural Dimensions of Learning Framework (CDLF) Social Relationships Cultural Dimension How dimension is manifested in learning situations Equality and Authority More equality More authority How is inequality handled? How is status handled and respect given? What is appropriate in interactions for those with unequal status? (Hofstede; Lewis) Teachers treated as equals to be engaged, even challenged Teachers are treated as unchallenged authorities Students take responsibility for learning activities Teachers are solely responsible for what happens in instruction Dialogue and discussion are critical learning activities The teacher is the primary communicator Individualism & Collectivism More individualistic More collectivist Which is more important, the interests of the individual or the interests of the group? To what degree are interpersonal relationships valued? (Hofstede; Nisbett) Expectations that students speak up Students speak up in limited situations Learning how to learn (cognitive skill) is primary (individual growth) Learning how to do (content knowledge) is primary (social growth) Expression of students point of view is valuable component of learning Student expected to accommodate teacher’s point of view Hard work is motivated by individual gain Hard work is motivated by the greater good
Hajovsky_CLT_ActiveLearningCulturalDimension.docx