Documentation:Cultural Issues in Teaching Online/Observation One: The Internet has a Culture

Observation One: The Internet has a Culture

Reeder and colleagues note that the observation with the most wide-reaching implications for the success of electronic intercultural communications is that the communicative space or platform created by the Internet is not a culturally neutral or ‘value-free’ space in which culturally diverse individuals communicate with equal ease. Like all technologies, the Internet was and is socially produced – and all social productions are informed by the cultural values of their producers (Castells, 2001) . The creators of the Internet were predominantly Anglo-American engineers and scientists “seeking quick and open access to others like themselves” (Anderson, 1995) . Their ethnic and professional cultures value aggressive/competitive individualistic behaviours. In addition, these cultures value communications characterized by speed, reach, openness, quick response, questions/debate and informality. Schein (1992) attributes similar values to the information technology community in general. The authors observed that these communicative cultural values are embedded in the design of WebCT and similar Internet-based communications platforms. Layered over this foundational but 'invisible' culture of the Internet, the culture of the online modular courses under study here is similarly the product of its creators: predominantly university-educated Canadians, who are Western, English-speaking and female. Within the course environment, communicative cultural values are enforced both explicitly and implicitly. Implicit enforcement is due to features such as the technical infrastructure of the course (a discussion board which requires public postings and responses), and by unspoken assumptions and expectations about how communications should proceed. Meanwhile, the communicative culture of cyberspace and of this online course is explicitly enforced through overt statements, instructions and requests made by course facilitators and by some of the learners.

Reflection

Think about the communication tools and communication ‘culture’ of this course.

How would you describe the culture of this course?
What are the spoken and unspoken expectations? How do you know?
Did you feel comfortable within the course culture from the beginning? Why, or why not?
Are there cultural challenges associated with using public discussions forums as the main site of ‘intellectual engagement’ online? Do the email and chat communication tools offer any useful alternatives?
How might awareness of an ‘Internet culture’ and a ‘course culture’ influence your practice as an online facilitator?