various stakeholders in the field of education



The impact of cultural influence on e learning in higher education



Table of Contents

Abstract 3

Introduction: 4

Problem Statement: 5

Purpose: 6

Research questions: 7

Literature Review: 7

Methodology: 11

Conclusion: 12

References. 13





There are various stakeholders in the field of education who have been chipping away at the advancement and degree of the utilization of Information and Communication Technology in various learning networks (advanced education, professional preparing) and in various multicultural settings. The techniques which bolstered the advancement of such educational ventures presenting internet based teaching and learning exercises, for the most part, depending on the essential reason of the homogeneity of the educational frameworks liable to be utilized, and as per comparable strategies, the assets and preparing gadgets with Information and Communication Technology. This can prompt the nullification of potential errors, especially cultural ones, in educational frameworks. The major aim behind this paper is to examine the idea of “Impact of culture effect on e-learning in advanced education” how this idea comes to fruition and how it moves toward becoming – or not – some portion of teaching and learning rehearses. The significant focus will be paid to comprehend the possible impact of the cultural factor on the creating situation of virtual education since this idea is by all accounts especially uncovering in the event that we think about its “open nature”. The expanding number of virtual grounds uncovers how normal the improvement of teaching modules are these days together with complete degrees dependent on between college and transnational joint efforts with the point of exchanging learning objects starting with one educational setting then onto the next. Virtual portability is in this manner turning into a reality for a more noteworthy number of understudies.

Be that as it may, the multicultural component of these new situations has not been explored yet and specifically the thought of “web-based teaching quality” is still under-abused. This paper expects to give an assessment of the current work done in line with the Online Education Quality Measurement where general focus and concentration will be on the examination of Cultural Impact.

Impact of culture influence on e learning in higher education


The basic aim behind doing this research work is the development of a support for the examination of the notion following the impact of cultural influence on e-learning in higher education, where major focus will be on the cultural dimensions of e-learning.

A reason for the research activity is the investigation of the utilization of the expression “culture” in the present writing. Genuine definition of “culture” is provided in Namerwirth & Weber, (2016): “Culture is viewed as the epistemology, reasoning, observed conventions, and examples of activity by people and human gatherings”, in addition to that, Mironenko, & Sorokin, (2018) defined “Culture as a lot of dispositions, qualities, convictions, and practices shared by a gathering of individuals, yet unique for every person, conveyed starting with one age then onto the next”. Alluding to our examination reason, we perceived this utilization of the term culture to be excessively ambiguous however consider as critical the elucidation of the idea of culture given by Dickson (2018) who propose a multifaceted interface made out of four components or “cultures”:

  • Ethnic culture: “socio-mental element which influence the conduct of the understudies and which may appear differently in relation to the social-mental make-up of Western instructors”.
  • Local culture: “parts of neighborhood settings with which the individuals from a specific culture are commonplace”.
  • Academic culture: “scholarly qualities, jobs, presumptions, frames of mind and examples of conduct basic to the students’ culture”.
  • Disciplinary culture: “hypotheses, ideas, and standards, etc of a specific scholarly order”.

To the notion of culture, this methodology is viewed as valuable as it speaks to a genuine case of how one can manage this idea in a dangerous manner, staying away from the regular pattern to utilize the expression “culture” as an equivalent word of “country” and therefore to regard national cultural characteristics as efficiently unsurprising personal conduct standards. The Internet is a mechanical improvement that can possibly change not just the manner in which society holds and gets to learning yet, in addition, to change and rebuild conventional models of advanced education, especially the conveyance and cooperation in and with course materials and related assets. Using the Internet to convey eLearning activities has made desires both in the business showcase and in advanced education foundations. Undoubtedly, eLearning has empowered colleges to develop their current geological reach, to profit by new imminent understudies and to set up themselves as worldwide educational suppliers. There is a requirement for understanding the connections between ways to deal with learning embraced by understudies with regards to advanced education and the culture of the nation they were raised in (Sharma, Joshi & Sharma, 2016)

Problem Statement:

This study is intended to understand the Impact of cultural influence on e-learning in higher education. Internet-based learning conditions have developed in ubiquity and application in educational settings. Utilization of these apparatuses keeps on developing, setting proceeded with interest on instructional originators to create suitable uses of these data and correspondence advances to support students. The gadgets and their product did not really emerge in light of educational purposes but rather they discover their way into educational settings, in any case. So as to best help student achievement, online devices must be liable to educational thought and powerful instructional structure. Fashioners of assets, for example, web based learning situations are educated by the human cultures in which they work (Hargittai & Shafer 2006; Callahan 2005a; Dormann and Chisalita 2002; van Heerden & van Greunen 2006; Callahan 2005b). On the off chance that the cultures of the fashioners meet the cultural desires for the clients, the conditions might be best. In any case, the numerous cultures and subcultures that vivify human social orders don’t really cover so helpfully. In an undeniably globalized world and progressively differing networks of people, the probability of cultural grinding increases on a daily basis. It is into this worldwide setting that this exploration warily steps (Tarhini et al., 2017).


The purpose behind this research work is to measure the impact of cultural influence on E-learning in higher education. The researcher aims to investigate what different cultures are impacting on the higher education system of that culture. The positive angles will be explored in the research work so as to add in the relevant literature as well as in the education system.

The focal point of this examination is to assess the strategies to actualize E-learning on advanced education levels, creating key abilities required for e-learning. What’s more, lessen the expense and costs, make educational significantly more reasonable to the general population (Elfaki et al., 2014). The world has gone to a technology center point. Each office is associated through the internet, to get advantage from the web and different sources accessible on the web are to increment and improve abilities to rival the remainder of the world. It is important to execute E-learning techniques to the understudies to select them in various courses offered by top-class colleges.

Research questions:

What are the different culture challenges faced by e learner in higher education?

Does culture influence the learning styles in higher education?

What are the different cultural impacts on the success of e-learning systems?

Literature Review:

Today we are seeing globalization in the field of education to the extent that was never observed before. An outcome of this has been a lot more elevated amount of understudy relocation. At the point when understudies enlist into an establishment in another nation, they are gone up against by another culture, another educational framework, and diverse styles of learning and teaching, at the same time as their learning styles have been those guzzled in their tutoring and early school days by them. They have to adjust to an altogether different teaching, collegial learning and regulatory styles and in an alternate culture. For instance, at the same time as in one culture, understudies perhaps not be relied upon to scrutinize their instructors, or straightforwardly vary with their kindred understudies, in another culture; this may not exclusively be the standard yet even expected. This change could be a troublesome one for the vagrant understudies just as the getting foundations and is probably going to impact the exhibition of understudies, teaching personnel, and overseers in the host nation. The educational frameworks are results of the culture it is implanted in and thus instructors should know about the setting in which the process of learning is obtained. The dimension of progress of understudies looking for advanced education abroad has expanded significantly, and this had prompted a blend of various cultures in a similar study hall and in learning gatherings, which makes the culturally diverse learning challenge a lofty one. Somewhere in the range of 1998 and 2004, the number of understudies heading off from India to the United States for advanced education increased almost 2.5 times, in addition to that, the students heading to Germany Australia, and UK expanded by a factor of somewhere in the range of five and six. Additionally, the stream has turned out to be progressively expansive based, with UK, Australia, as well as Germany getting to be real goals. Henceforth, getting ready to learn in an alternate domain has turned into a significant component in the arrangement of an understudy wanting to emigrate for higher studies. Research on how individuals learn has caught the enthusiasm of academicians crosswise over controls more than a very long while and keeps on creating a tremendous assemblage of experimental and hypothetical work bringing about the refinement of existing conceptualizations of learning examples and conceiving better and various instruments for estimating the learning designs. It has been contended that instructors could utilize this information to pick up a superior comprehension of the unpredictability of contrasts in learning practices that they involved in their study halls, even inside one nation. This section of the report will analyze the literature available on the selected theme.


In the process of learning and advancement, culture has been acknowledged as a significant factor as per (Woolfolk et al. 2010). Vygotsky distinguished sociocultural elements of subjective improvement that were established in language and the correspondence exchanges among students and their educators. As per (Woolfolk et al. 2010), language has been considered as the utmost critical factor of the cultural instruments. Cultural devices can incorporate the technological and symbolic frameworks, for example, numbers and illustrations. Woolfolk et al. (2010, p.41) mentioned these “enable individuals in general public to impart, think, take care of issues, and make information”.


Culture has been characterized in different ways up till now but Callahan gives an explanation that is a matter-of-fact for the reasons for the online assistance—“culture is an “unpredictable develop typifying shared qualities, bunch personal conduct standards, mental models, and correspondence styles” (Callahan 2005b). The meanings of culture would legitimately identify with online education, where culture is a “procedure of creation of implications”, as per Dickson (2018). Social researchers have looked to characterize and gauge the parts of human conduct that contain culture. Hall‟s commitments in this field have incorporated the thoughts of high and low setting interchanges which may have appropriateness to programming interface plan (Marcus & Gould 2001). Trompenaars noticed a few cultural measurements with which diverse correspondence could be seen inside online situations (Marcus & Gould 2001). It is Hofstede, notwithstanding, who gave a model of bipolar cultural measurements that have been utilized with some normality and accomplishment for assessing on the web assets and interchanges. Hofstede’s look into included an underlying 116,000 overviews to worldwide workers of IBM amid the period from the year 1968 to the year 1972. Ensuing examination extended this work. In view of this volume of information, Hofstede had the option to distinguish four introductory, at that point fifth, cultural measurements. These he classified as power separate, vulnerability evasion, manliness, independence, and long haul direction (Marcus & Gould 2001). Reactions of Hofstede’s work are a few. Some contend that cultures are not compelled by national limits. Some recommend that the Generalizability of Hofstede’s discoveries are restricted in light of the fact that he assessed cultures just with a solitary corporate super-culture. Hofstede’s work has been cross-approved in different examinations, be that as it may, and he has countered these worries somewhat (Callahan 2005a; Geert Hofstede 2001). The materialness of Hofstede’s work was evident to various specialists engaged with examining on the web connections and correspondence. In one case, an investigation by Dormann and Chisalita (2002) utilized Hofstede’s cultural measurements to assess the impact of culture on the plan of certain sites. They found that the national cultures of architects seem to assume a job in the plan and design of the sites under examination. They considered only one of Hofstede‟s measurements, that of manliness. In another investigation, Hofstede’s cultural measurements were utilized to assess a few sites, this time looking at business sites in the United States, India, China, and Japan (Singh, Zhao, & Hu (2005). The investigation included Hall’s (1977) high-and low-setting correspondence measures. The examination infers that these cultural structures can be utilized to configuration culturally fitting sites.


The cultural dimensions of Hofstede have been considered in research relating to web-based learning. In one of these examinations, Strother (2003) talked about Hofstede’s measurements with regards to Asian students and web based learning conditions. Strother proposed a few associations between the qualities portrayed by Hofstede and student practices in up close and personal and virtual homerooms. In her doctoral paper, Evers (2001) dissected learners‟ comprehension of web based learning situations with regards to their cultural foundations. Her investigation arranged the cultural foundations as per Hofstede’s exploration, just as to the examination of Hall and Trompenaars, and found solid connections between’s the anticipated cultural directions and student cooperations with the web based learning resources. Hofstede’s cultural measurements are explicit for web based learning and found solid relationships amongst culture and internet learning approaches, as per Blanchard and Frasson (2015). In an investigation of cultural effects on internet learning segments, it was inspected that the plan forms with reference to Hofstede and different supporters of this zone and they proposed a few culturally touchy structure components to consider in the structure of web based learning (Qi, Boyle, & Xue (2007). The learners’ view of web based learning conditions inside the limits of a solitary nation however were as yet ready to think about unique and received nationalities, as per Tapanes, Smith, & White (2009). Local dialects were likewise considered as a component of their examination. Hofstede gave a case of how one of his cultural measurements, vulnerability evasion, happens in educational settings (2001). A few examinations in internet learning considered correctly this relationship. Research directed by van Heerden and van Greunen (2006) considered vulnerability evasion explicitly, distinguishing various criteria by which sites can be assessed. Takeoka Chatfield, & Alanazi, (2013) watched members in an ease of use research facility to decide any relationships between’s vulnerability shirking and how students interfaced with a web based learning condition. This exploration found solid relationships between’s the learners‟ cultures and how they connected with the learning resources. Culture has been found to significantly affect learning both in and outside the study hall. Cultural measurements, for example, those progressed by Hofstede help scientists in their perceptions of culturally affected practices. Analysts have connected these cultural measurements to think about the structure of online assets. Some examination in web based learning has been finished utilizing these cultural measurements. In spite of this work, there remain chances to additionally think about internet learning inside the setting of cultural measurements (King, & Boyatt, 2015).


In nature, the research work is a causal-comparative and non-experimental study. The selected research procedure was used to select and identify the participants of this research work as of a suitable population, to gather the members utilizing the distinguished gathering factors, to direct a survey to the members, lastly to investigate the responses of questionnaire.

Respondents were first been presented with a permission or consent form to give their consent to which they responded. Then a survey was conducted that was based on 50 questions and it had the following types of questions:

  • 10 questions relating to demographics (Geert Hofstede et al. 2008),
  • 5 questions relating to cultural dimensions (Geert Hofstede et al. 2008),
  • 15 questions with reference to usability (Adeoye & Wentling 2007),
  • 15 demographic questions with regard to the academic context of the respondents,
  • along with 5 questions relating to learning self-efficacy on the subject of academic progress of each respondent


While concluding, it can be said that there is a great impact of cultural influence on e-learning in the higher education of the country. In the process of learning and advancement, culture has been acknowledged as a significant factor. The expanding number of virtual grounds uncovers how normal the improvement of teaching modules are these days together with complete degrees dependent on between college and transnational joint efforts with the point of exchanging learning objects starting with one educational setting then onto the next. Virtual portability is in this manner turning into a reality for a more noteworthy number of understudies. The major aim behind this paper was to examine the idea of “Impact of culture effect on e-learning in advanced education” how this idea comes to fruition and how it moves toward becoming – or not – some portion of teaching and learning rehearses. The significant focus was then paid to comprehend the possible impact of the cultural factor on the creating situation of virtual education since this idea is by all accounts especially uncovering in the event that we think about its open nature.


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