E Learning For A Worldwide Audience 739

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Geert Hofstede

• Our model is based on the pioneering work of Geert Hofstede, Professor of Organizational Anthropology and International Management

• Hofstede defines culture as:“The collective programming of the human mind, which distinguishes the members of one society or group from those of another.”

5 Dimensions

• The five dimensions represent elements of common structure in the cultural systems of the countries

• The five dimensions are:1. Power distance2. Individualism3. Masculinity4. Uncertainty avoidance5. Long-term orientation

Power Distance

• This dimension indicates the extent to which less powerful people in a society accept that power is distributedunequally

• In cultures with a high power distance,employees accept the power andauthority of superiors

Individualism

• Individualism refers to the extent to which people are expected to stand up for themselves

• The opposite of individualism is collectivism, which refers to the extend predominantly as a member of the group or organization

Masculinity

• Masculinity refers to the value placed on male or female values. Masculine cultures value competitiveness, ambition and material possessions

• Tender cultures (low score) place more value on relationships and quality of life

Uncertainty Avoidance

• This dimension indicates the extent to which people feel threatened by uncertain situations

• Cultures that score high on uncertainty avoidance prefer rules and structured circumstances

Long-term orientation

• This dimension indicates the importance to attached to the future versus the past and the present. In short term oriented societies people respect tradition and reciprocation of gifts and favours

• Eastern nations tend to score especially high here, with Western nations scoring low and the less developed nations very low; China scored highest andPakistan lowest

Power distance & learning

• Teacher & learnersare each otherequals

• Teacher is not treated with a lot of respect

• Learner plays central role

• Independent knowledge

• Unbalanced relation between teacher and learner

• Teacher is treated with a lot of respect

• Teacher plays a central role

• Teacher is the guru (personal wisdom)

Individualism & learning

• A student does not take the floor without approval of the group

• Harmony and consensus are important values

• Learning is for young people and ends when you become part of the group

• A student is responsible for themselves and can undertake action when he wants

• Conflicts are OK and part of a healthy process

• Learning is a lifelong process

Masculinity & learning

• Average results are good enough

• Students act inconspicuous. Ego has to be hidden

• The choice for a study is based on intrinsic motivation

• Students are asking for another change to do a test/exam after average results

• Students are competing. It is good to stand out in class. Ego is important

• The choice for a study is based on future career possibilities

Uncertainty avoidance & learning

• Teachers are supposed to know everything and know all the answers

• The didactical path has to be highly structured

• There is a critical attitude towards new technology and methodologies

• There is not such a thing as the ultimate answer. A teacher can admit that he doesn't know the answer

• Learning can take place in a more open situation

• New methodologies and technologies are welcome