The final theme is related to the medium, which has its own cultural implications in the sense that it is associated with mental models, expectations and practices. Cyberculture is not neutral or value-free, but reflects the values of its (original) developers and is thus a carrier of the culture that prevails in that particular community.
It is overtly maintained by guideline creation, covertly by facilitators and participants. Features include rules of formality/informality, flexibility, interaction style (including greetings/farewells, use of apology) expectations of response speed and work ethics. As we have seen, differences in attitudes to work can lead to tensions between communications aimed at relationship building and ‘on-task’ communications.

In an online course environment, significant cultural ‘gaps’ can result out of role differences, e.g. between junior and senior people, experience, perceptions of academic ability, gender, perceptions of time, professional status, tolerance for criticism and debate.

Many communications technologies lack elements inherent in face-to-face communication, e.g. context perception, dynamic real-time repair mechanisms, a parallel visual channel, eye contact, gesture information and the flexibility we normally expect to obtain or emerge between conversational partners.

The online environment also limits the ways in which participants can utilise face-saving strategies. Attitudes towards person-to-person communication using information and communication technologies can vary greatly between cultures, organisations, lines of business, academic disciplines or professions. Individual discomfort or ease with the ‘anonymity’ of online discourse also depends strongly on factors such as gender or age.

Significant cultural differences have been observed in the ways participants write about their own identity and the degree of ‘self-revelation’ they display (see e.g. Chase et al 2002). These can range from very formal exchange focusing on the participants’ professional roles to 'chatty' conversation and discussions of family matters.

Technical and formatting issues influence effective communications. The more adept a person is at using a computer, the less likely it is that he/she will become frustrated with such issues. Familiarity with computer usage can therefore have a significant impact on people's perceptions of eLearning materials.

All the above-mentioned themes should be considered in the development of eLearning materials or environments for multicultural target groups.