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- Hofstede, G. (1986). Cultural Differences in Teaching and Learning. In: International Journal of Intercultural Relations, 10, 301-320
|
US |
German |
Graphical design |
|
|
Ca. 60% of screen empty, short lines |
Screen almost full, long lines |
|
Simple screen layout |
Complex, but clearly structured layout |
|
Short paragraphs, many list items |
Long text passages |
|
Frequent use of multimedia |
Most information is presented as text |
|
Graphics and animations used for illustration and entertainment |
Graphics and simulations used as teaching aids |
|
Lots of contrasting colours and highlighting |
Contrasting colours mainly used to differentiate different screen components (eg navigation buttons, contents,..) |
Interaction and navigation |
|
|
Greater choice of interactive features with exercises: simulations, drag & drop, multimedia elements for case study templates |
High interactivity through use of simulations, modest i. With exercises: muliple choice, free text entry. Overall, frequent use of pop-up windows |
Content |
|
|
Detailed objectives and intensive use of advance organizers to introduce lessons |
Detailed introduction to subject, survey and general learning objectives at beginning |
|
Facts, examples, case studies; problem solving strategies and checklists |
Theory, facts, examples; historical background at beginning |
|
Personal dialogue with learners |
Largely impersonal presentation of information |
|
Concise presentation of information |
Detailed presentation of information |
|
Linear information structure with flat hierarchy |
Deeply hierarchical |
|
Lessons not interrelated |
Lessons build on each other |
Didactic approach |
|
|
Regular swith between short training units and exercises within a single lesson |
Exercises at the end of lessons or in a separate appendix |
|
Exercises: yes/no, muolitple choice, case studies |
Multiple choice, free text, complex questions testing people’s comprehension; use of simulations for experimental purposes |
|
Detailed instructions for answering questions |
Few instructions |
|
Feedback: right/wrong, additional explanations |
Feedback: right/wrong, revision of teaching material |
|
Emphasis on values such as performance, material advantages, practical application (extrinsic motivation) |
…acquisition of knowledge, understanding, fun (intrinsic motivation) |
