Practitioners hold that general instructional design principles are universal but must be separated from culturally specific applications¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants generally believe good instructional design principles are universal cross-culturally, but applications must be adapted by understanding learners' expectations and building bridges. → Rogers 2007

Evidence¶

Rogers 2007¶

Rogers, P. C., Graham, C. R., & Mayes, C. T. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally. Education Tech Research Dev. https://doi.org/10.1007/s11423-007-9033-x

q2 · i? · qualitative · r3

This is a participant viewpoint (Derek's) reported in the results of the interview study, not a tested finding. Derek argued Western scholars who declare methods inapplicable in China fail to understand "the principles behind those theories enough to adapt it to a different culture."

"I believe that good instructional design principles and techniques are universal, cross-cultural. It doesn't matter where in the world they are coming from, but you need to find where the people are coming from, what their expectations are coming into it so that you can know what bridges to build."

Discussion¶

Related Claims¶

• TEL design is not a distinct teacher competence but part of ordinary learning design — related
• Designers develop cultural awareness through both informal exposure and formal intentional means
• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. — related