One of the few papers dealing with the impact of cultural factors on computer-mediated learning was written by Chase and his co-authors.

In their article "Intercultural Challenges in Networked Learning", they describe phase one of a longitudinal, large-scale analysis of intercultural communication factors in the ICT (‘ICT; information and communication technologies) elements of international, networked learning courses. The authors identify differing communication patterns and instances of miscommunication in online exchanges between culturally diverse learners and online facilitators. Subsequently, using ethnographic methods and informal discourse analysis, they proceed to cluster these instances and try to develop a taxonomy of intercultural communication problems.

The relevant cultural dimensions which are expected to vary among participants and therefore examined include:

• task versus relationship focus,
• attitudes toward authority,
• masculinity versus femininity,
• group versus individual focus,
• attitudes towards time,
• high versus low context communication patterns
• [Hall, E. T. (1959/1973). The silent language. New York: Doubleday. ]
• universalism versus particularism
• [Trompenaars, F. (1994). Riding the Waves of Culture, Understanding Diversity in Global Business. Burr Ridge (IL)/New York: Irwin Professional Publishing.].

From this we can derive a list of relevant topics such as online culture, format and participation, face-to-face versus online issues, identity creating, technical issues, participant expectations, academic discourse versus ‘stories’ and time. Of these, the issues of online culture, identity creating and face-to-face versus online are of particular relevance to eLearning environments.

Another highly relevant recent publication is by Kamentz and Womser-Hacker.
It deals with the impact of culture on the development and graphical design of eLearning systems. The authors compare existing German and American Web-based training courses in terms of usability, presentation of content and didactic approach, whilst at the same time also examining cultural aspects of computer usage.

They assume that the development of teaching aids and learning processes in different cultural contexts can be described and analysed using the cultural categories proposed by Galtung, Clyne and Hofstede, but for the purposes of their analysis of the differences in cultural and scientific discourse, elected to base themselves on Hofstede’s cultural dimensions, in particular:
 

• individualism versus collectivism
• uncertainty avoidance and
• power distance

and examine their implications for the design of learning settings and the interac¬tion between teachers and students. To this end, they have evaluated a total of eight existing learning modules and tutorials and conducted interviews with 74 students from different countries about their learning approaches and computer usage.

They conclude that given the considerable differences that have emerged in the course of their study, user-oriented design of interactive learning environments definitely requires cultural adaptation and that their study should contribute to defining culture-specific requirements for the design of Web-based training courses. For more details see Web tutorials – a comparison between US and German training tutorials.