This case focuses on an online MBA program at a large American university which had a culturally diverse group of students logging in from around the world. The students were asked to reflect on their experience as it related to cultural inclusiveness and the following recommendations were implemented or planned for in future course iterations:

 

Assessment: incorporation of multiple assessment techniques in reponse to the cultural needs of the group. For example, the Russian students were more familiar with exam-oriented assessment, while North American students preferred process-oriented and the Chinese students were comfortable with approaches that utilized memorization.

 

Instruction: instructors needed to factor in that the Russian & Chinese students were used to a one-way, lecture-style of teaching and not attuned to the higher interaction between peers, or constructivist approaches. Recommendation is that instructors be mindful of the different pedagogies within regions.

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Synchronous/Asynchronous Elements:

In cross-cultural learning environments, different cultural learning styles was heightened through the lack of visual cues, language barriers and consideration of time zone differences within the synchronous sessions.  A balanced use of synchronous and asynchronous communication was preferred by the students.​

 

Collaboration:

For these students, their cultural differences were a positive influence as they acknowledged them to one another and this helped their team interaction. Instructors are encouraged to ensure groups/teams are diverse.

 

Academic Content:

Students recommended that any cases used in online curriculum be cross-cultural in nature and not focus solely on North American examples. Also, instructors need to recognize that educational practices differ culturally and the way something is referenced and cited (or not) can be influenced by that. Also the Chinese students recommended that any course readings that can be given ahead of time should, in order to give them longer time to read them as they struggled with the English versions.