Instructional strategies for cross-cultural perceptual skills in military training

Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors that influence students’ learning experiences and academic performance in the online environments. However, few empirical studies have examined instructors’ perspectives on instructional strategies that promote cross-cultural collaboration in online classrooms, specifically, instructional strategies that instructors use to promote educational success of diverse learners in online environments. Drawing on collaborative online learning theory, this study analyzed qualitative interview data and online activities of 40 online instructors from two universities. Results showed the following themes; (a) instructional strategies that facilitate cross-cultural collaborative online learning, (b) challenges of teaching diverse learners in online learning, and (c) designing cross-cultural collaborative online framework for instructors. Findings suggested that most instructors lacked the knowledge and skills in addressing the needs of diverse learners in the online learning environments regarding their ability to recognize students’ cultural differences and incorporate multicultural reading resources in course contents to meet the needs of diverse students. Thus, the need to design a framework will broaden instructors’ understanding and promote cross-cultural collaboration in online teaching to help meet the needs of diverse students in online learning environments.KEYWORDS: Cross-cultural collaborative learning, culturally diverse learners, collaborative learning activities, instructional strategies, Collaboration in online learning

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Systematic Evaluation of an Auditory Perceptual Skill Model in a Prereading Sample

Perceptual and Motor Skills ◽

10.2466/pms.1971.33.2.387 ◽

1971 ◽

Vol 33 (2) ◽

pp. 387-394 ◽

Cited By ~ 2

Author(s):

George McNinch ◽

Lawrence Hafner

Keyword(s):

Cross Cultural ◽

Systematic Evaluation ◽

Mental Ability ◽

Mental Functioning ◽

Perceptual Skills ◽

Perceptual Skill ◽

Perceptual Performance ◽

The Common ◽

Auditory Skills ◽

Generic Sense

The skills proposed in the adapted skill model devised by Flower (1968) do seem to exist. These skills are related in a generic sense, but they are independent in measurement as the commonality between them is quite low. Separate skills can be measured. The auditory perceptual skills are significantly related to mental functioning, but again the common variance is quite low. The auditory skills do not seem to be completely unique from measured mental functioning. The skills in the perceptual model do not show differences when the sexes are considered. When cross-cultural comparisons by race are made, equating for intelligence, significant differences in task performance are not found. Factors involved in mental functioning seem to influence performance on perceptual tasks. The noted differences in mental functioning seem to be more important in determining perceptual performance than do factors such as race. The questions usually leveled at the integrity of models can be answered when specific hypotheses are generated and tested. Independent instruments can be constructed with some degree of reliability, but instruments free from the effects of mental ability are not yet readily available.

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Using Gaming Environments to Support Cross-Cultural Role-Play

Ergonomics in Design The Quarterly of Human Factors Applications ◽

10.1518/106480409x12487281472615 ◽

2009 ◽

Vol 17 (3) ◽

pp. 14-19 ◽

Cited By ~ 2

Author(s):

Aaron A. Pepe ◽

Thomas P. Santarelli

Keyword(s):

Pilot Study ◽

Military Training ◽

Role Play ◽

Cost Effective ◽

Cross Cultural ◽

Simulation Environment ◽

Cultural Training ◽

Cultural Role

Game-based simulations are being designed to portray the immersive experience of live role-play while providing a cost-effective, visually compelling, and easily accessible medium for military training. In this article, we discuss issues involved in using role-play for cultural training and describe a pilot study comparing live role-play versus role-play in a recently developed simulation environment. Developers of training involving role-play should realize (a) the importance of proper preparation for all involved and (b) the significance of the game-based interface in allowing the user to be able to convey and appreciate the cultural and interpersonal aspects of the interaction.

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How specific are perceptual skills? A cross-cultural study of pattern reproduction*

British Journal of Psychology ◽

10.1111/j.2044-8295.1979.tb01706.x ◽

1979 ◽

Vol 70 (3) ◽

pp. 365-380 ◽

Cited By ~ 153

Author(s):

Robert Serpell

Keyword(s):

Cultural Study ◽

Cross Cultural ◽

Perceptual Skills ◽

Cross Cultural Study

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The sense of obligation is culturally modulated

Behavioral and Brain Sciences ◽

10.1017/s0140525x19002371 ◽

2020 ◽

Vol 43 ◽

Author(s):

Andrea Bender

Keyword(s):

Cultural Studies ◽

Cross Cultural ◽

Human Populations ◽

Cultural Group ◽

Target Article ◽

Sense Of Obligation ◽

Cross Cultural Studies

Abstract Tomasello argues in the target article that, in generalizing the concrete obligations originating from interdependent collaboration to one's entire cultural group, humans become “ultra-cooperators.” But are all human populations cooperative in similar ways? Based on cross-cultural studies and my own fieldwork in Polynesia, I argue that cooperation varies along several dimensions, and that the underlying sense of obligation is culturally modulated.

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Cognitive gadgets: A provocative but flawed manifesto

Behavioral and Brain Sciences ◽

10.1017/s0140525x19001134 ◽

2019 ◽

Vol 42 ◽

Cited By ~ 2

Author(s):

Marco Del Giudice

Keyword(s):

Theory Of Mind ◽

Cultural Differences ◽

Twin Studies ◽

Cross Cultural ◽

Evolutionary Approach ◽

Genetic Inheritance ◽

Double Standards ◽

Cross Cultural Differences ◽

Cherry Picking ◽

Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

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