Cultural Factors in Adapting E-Learning for International Reuse

ADAPTING E-LEARNING SITUATIONS FOR INTERNATIONAL
REUSE
Determination and evaluation of cultural influence factors regarding the role of
participants for the adaptation process
THOMAS RICHTER
Information Systems for Production and Operation Management
University of Duisburg-Essen, Germany
AND
JAN M. PAWLOWSKI
University of Jyväskylä, Finland
AND
MAXIE LUTZE
Korean German Institute of Technology, e-Learning Research Center
Abstract. In this paper, we discuss culture-related key attributes as influence fac-tors
on e-Learning situations. We focus on factors regarding the influence of the
role of participants in learning scenarios affecting the adaptation process.
Our approach aims at making already established higher education accessible and
particularly affordable for a broader international context. Our holistic approach
targets the distribution of higher education through e-Learning technologies and
the reuse of contents through adaptation. Therefore, we determined a variety of
potential influence factors on learning situations. In this paper, we introduce our
adaptation-model for transforming national e-Learning situations into internation-ally
compatible, cultural acceptable and context- / user- centered solutions. We
focus on an empirical analysis of influences regarding the roles in learning proc-esses
in particular in Germany and Korea.
1. Introduction
While the classic educational situation, in which a professor teaches students with
known attitudes and within a known environment is regionally limited, the technologies
of e-Learning and Internet provide further opportunities. In the situation of e-Learning
using the Internet, learning situations can be simultaneously distributed in international
environments. Further on, the design and production of learning scenarios happens in
worldwide distributed environments. In such a situation, particularly location related
experiences of educational institutions do not fit the new situation anymore and new so-

2 THOMAS RICHTER, JAN M. PAWLOWSKI, MAXIE LUTZE
lutions must be found. In comparison to face to face situations, Kerr writes that teaching
and actions of professors and students in the higher education have not changed signifi-cantly
since its beginning in the medieval times (Kerr, 1982). The trend in education
generally points on necessary modifications on the traditional teaching system: The Bo-logna
process as the most important and wide-ranging reform of higher education in
Europe (Reichert and Tauch, 2003) “[…] involves a significant rethinking of current
teaching structures, units, methods, evaluation […]” (Schönwald, Euler, Angehrn and
Seufert, 2006). E-Learning in an international scenario provides more complex situa-tions
and requires further adaptation efforts than those considered within the Bologna
process: Known attributes within a local environment, as student’s expectations, techno-logical
equipment in the institution or region and the student’s expectable knowledge
from former (classic) education now turn to unknown factors within the e-Learning con-text.
In international e-Learning scenarios, the students and their attitudes are unknown
as long as they have not booked a certain course. Successful education requires taking
the context of the students into consideration (Schmidt, 2005) and a simple translation is
not the solution (Leonardi, 2002). The reuse of already successfully applied learning
situations in the international context therefore requires further adaptations regarding to
the different contextual environments.
In our approach, we take such unknown specific situations into consideration. We ana-lyzed
differences between cultures represented as context-metadata (Richter and Paw-lowski,
2007a). In this representation, influence factors are machine-readable and can
be used to adapt systems, in particular e-Learning scenarios. During this adaptation
process, which will be presented in the following, we emphasize on those context-describing
data for providing the necessary compatibility to the learner’s contexts as a
precondition for learning success. This paper focuses on the determination and evalua-tion
of concrete culture related influence factors with a focus on the participants’ roles.
2. Reuse and Adaptation
Re-using existing educational materials and settings is a promising concept to improve
education and learning experiences. The idea is to develop new scenarios based on ex-isting
resources which are adapted to a new context. Several methods and concepts for
re-use and adaptation are recently discussed.
Reuse is a widely discussed subject within the software development community
(e.g. Jacobsson, 1997) but also in the educational context particularly focusing on learn-ing
objects (Wiley, 2000) and learning activities (Koper and Manderveld, 2004, Ma-nouselis
and Sampson, 2005). In (Littlejohn and Buckingham Shum, 2003) the variety
of different aspects is discussed. Finally, as conclusion, the outcome of the discussions
within the literature focuses on the reasonability (efficiency) of reuse as alternative to
re-authoring. As Swan (2003) writes, a facilitation of reuse only by providing the basic
data (without national or cultural influences) at least cannot be the solution because
teaching is more than simply providing knowledge through coded information.

ADEPTING E-LEARNING SITUATIONS FOR INTERNATIONAL REUSE 3
As an example, learning technology standards1 aim at achieving interoperability for
technologies or data structures by developing common description formats. On top of
those approaches, the successful reuse of e-Learning situations in different environ-ments
(e.g. other countries) strongly requires taking the different contexts of the tar-geted
environments into consideration. One of the most important aspects of the context
are influence factors regarding the different cultures (Lefevre and Cox, 2006, Carrel and
Eisterhold, 1983, Mc. Laughlin and Oliver, 2000). If necessary, changes to the learning
situation and the defined requirements must be applied during the adaptation process.
Han et. al (1998) define adaptation as a “process of selection, generation or modi-fication
of content to suit users’ computing environment and usage context”. Else, con-tents
might not be understood (Lugger and Kraus, 2001), cannot be used because of in-compatible
(or lacking) technical infrastructures (Selinger, 2004) or in the worst case
even offend the learners. But how can we manage such an adaptation process with a
reasonable effort and what are the necessary changes, which make learning situations
accessible in different contexts? First of all we need to know about similarities and dif-ferences
between the origin and the targeted context. Second, as far as possible, we have
to take experiences into consideration which in this or similar contextual combinations
have been made in the past. In this paper, we focus on the first aspect.
3. The Adaptation Process Model
We consider an adaptation process being successful, when the learning effect (educa-tional
outcome) for the students in the new context is the same or similar to the one
which before has been reached in the origin context. Adaptation in our view is reasona-bly
feasible if a positive ratio between cost and benefit is given.
Figure 1. Adaptation Process Model
1 Examles for such standards are the description of content (Learning Objects Metadata, LOM, IEEE, 2005),
of planned interactions between Learning Management Systems and Learning Objects (Sharable Content Ob-ject
Reference Model, SCORM, Dodds and Thropp, 2004), of actor and user interactions (Learner Informa-tion
Package, LIP, Smythe, Tensey and Robson, 2001) and of didactical scenarios (IMS Learning Design,
Koper, Olivier, and Anderson, 2002, DIN Didactical Object Model, DIN, 2004)

If during the validation process (Figure 1, left) the costs for the adaptation suspend
those for rewriting (Pawlowski and Richter, 2007), either the chosen module is not suit-able
(because of too fundamental or too many differences) for the reuse in this situation
and another one has to be found or the course must be rewritten (Gütl, Garcia-Barrios
and Mödritscher, 2004). For lowering the costs, we focus on an automated (as far as
possible) changing needs determination process which, as a part of the validation proc-ess
we consider being the key-process for a successful adaptation. As shown in figure 1,
after the search for courses is done, the actual changing needs resulting from the differ-ences
between the origin and the targeted context have to be isolated and evaluated on
adaptability (light circle).
Within this step, we defined (Richter and Pawlowski, 2007c) a set of processes, as
a data gathering process and a data comparison process, which both can be realized
fully automated as soon as once the data are collected and stored in the (later on pub-licly
accessible) database. Additionally, we defined an evaluation process, which leads
to a list of evaluated changing needs. The evaluation process, at least for now has to be
realized manually. If there is a generally known and significant difference between two
contexts, it cannot automatically be determined if it actually is touched within a certain
course. Even if we knew that, we could not automatically evaluate the expense for sub-stitution
or elimination: It could be possible that the adaptation process already is fin-ished
by substituting a single movie through a picture to fit different technological con-ditions
but also that the origin course requires fundamental knowledge sides the stu-dents,
which is not given in the new context. In the long term, a recommender system
(Manouselis and Sampson, 2004) combined with a knowledge database (basing on past
experiences, Bick and Pawlowski, 2006) shall be included into the process. Right now,
we still do not understand the contextual influence factors well enough to determine if
and when a known difference leads to an unavoidable change or easily would be ac-cepted
by the students.
4. Influences on Learning Situations
In our past research we isolated around 160 potential influence factors (Richter and
Pawlowski, 2007c) on learning and particularly e-Learning situations, which now have
to be evaluated. Examples for such influence factors are the population density within a
region, the technological infrastructure (i.e. digital divide), the political situation in past
(special life-experiences of learners) and present, symbols with special meanings, the
people’s attitudes and their (course-related) expectable knowledge and expectations.
While some scopes and impacts of those influence factors on a course environment are
known or at least imaginable (e.g. caused through technological infrastructure, legal
systems, politics), especially those dealing with culture and learners are more compli-cated
being evaluated. In some cases we still need to find out, if the determined differ-ences
are culturally or individually motivated (see next paragraph). Also the impact
depths of the influence factors on learning situations are unknown in many cases as well
as the level of difference, which necessarily leads to a changing need. A related problem
is the question if a certain difference between the origin and the targeted environment,
simply will be accepted by the students or maybe causes a fundamental conflict, which

leads to a refusing of the course? A concrete example will be discussed later on with the
relationship of students to authorities.
In (Pawlowski and Richter, 2007) we have described a testing tool, which has been
designed to evaluate the impact depths of various learner and culture related influence
factors but which also supports the validation process, shown in the Adaptation Process
Model in Figure 1. With this testing tool, we selectively confront the students of two
contexts with each other’s environment. Through their reactions, which are monitored
through questionnaires and additionally collected via test (examinations) results, we
want to collect data and experiences, which in comparative studies may lead to the
needed data in particular regarding to impact depths and cross effects between different
influence factors. The first field test will take place in the contexts of Germany and
South Korea. Right now we conduct a comparative study between Germany and South
Korea, which shall lead to answers on the question if certain influence factors are cul-turally
or individually motivated. In the following paragraph this study shall briefly be
described and first results will be presented.
5. Influence Factors – Cultural vs. Individual Motivation
One area of influence factors is of particular interest: the role of participants in the
learning process as this determines a variety of learning activities and usage of re-sources.
One main question is whether related influence factors are culturally or indi-vidually
motivated. Culturally motivated influence factors can be taken into considera-tion
during the design and adaptation process for e-Learning courses because they are
valid for most of the potential participants in learning programs. As an example, group
work is done significantly different in many European and Asian cultures. This factor is
culturally motivated as it occurs in various cultures.
As a first step, we have done an explorative survey regarding this particular area.
Our first study was done in Korea and Germany. It will be extended to further countries
to compare a variety of cultures. In the survey, 160 students were interviewed. This ex-ploration
is part of a multi-stage empirical study to examine and validate the influence
factors affecting the adaptation process.
For gaining further feedback from the interviewees, in this first approach we per-sonally
conducted the survey in paper form. Originally designed in English language,
for now, it has been translated to German and Korean (the mother tongues of the par-ticipants).
The students have been randomly contacted and asked for participation on
campus and at students’ meeting points (Korea) as also during lessons (Germany). In
the German survey until now, mainly students in technical related fields have been
asked for participation and so the gender related quota is unbalanced (102m/13f). In
Korea, for now, around 45 results are available. The gender related quota is balanced
(23m/22f). The survey in both countries is not finished yet, but anyways, the numbers
of asked students allow taking first conclusions. Main issues in this survey have been:
• the role of the professor / lecturer
• gender related differences
The questions were answered using a five point Likert scale between strongly agree and
disagree. Additionally, free answers have been possible to explore more aspects. How-

ever, this opportunity rarely has been used. In the following tables, we summarize the
results as aggregated percentages to indicate positive (rather agree than neutral) and
negative (rather disagree than neutral) answers. The values are calculated regarding to
the total number of participants.
5.1. THE ROLE OF THE LECTURER / PROFESSOR
According to Hofstede (2005), there are cultural differences in the relationship to au-thorities,
which concern the relationship between students and teacher. He relates his
Dimension Power Distance (PDI) to this subject, which exemplary is shown in Figure 2:
0 10 20 30 40 50 60 70 80 90 100
Impact
significant
Germany
(35)
Austria
(11)
Figure 2. Comparison PDI : similar distance but different impact depth
Figure 2 shows the relative values, which have been determined for Austria, Germany,
South Korea and China. While Austrians and Germans can be considered being equal in
the way how they treat persons of authority in particular in educational environments,
South Korea is very different to Germany (much more authoritarian). Looking at the
values of Hofstede it seems amusing that the difference between Austria and Germany
is nearly the same as between Germany and South Korea. The conclusion we can take is
that the dimensional values as descriptors of relative distances cannot be taken as a hint,
if a changing need is necessary. A course between Germany and Austria does not need
any adaptation but a course between Germany and South Korea indeed does. Related to
this subject we asked a set of 7 questions to the role, a teacher may play and additional 5
questions to related responsibilities. In the following we first show each question-block
and afterwards in the Table 1 the related answers.
5.1.1. The role of a lecturer / professor
In this question block we want to determine, which role students expect a lecturer / pro-fessor
to play. This question is related to teaching methods (Yang, et. al., 2004), ex-pected
behavior of the lecturer / professor (Henderson, 1996) and behavior of the stu-dents
regarding to the lecturer / professor (Hofstede and Hofstede, 2005).
Question: What role do you subscribe to a lecturer / professor? In my opinion a
lecturer / professor occupies the role of:
1. an expert.
2. an idol.
3. a personal coach / consultant.
4. an authority.
5. an all knowing person.
6. a personality.
South K orea
(60)
China
(80)
Impact
not
signif icant
Impact
not
signif icant

7. a trusted person.
Table 1. Comparison: Role of lecturer / professor (%)
Korean
Study
total
45#
negative 0 51,11 8,88 53,33 13,33 42,22 11,11
positve 97,77 26,66 77,77 33,33 75,55 37,77 68,88
neutral 2,22 20 13,33 13,33 11,11 20 20
no an-swer
0 2,22 0 0 0 0 0
German
Study
total
115#
negative 0 26,95 19,13 14,78 77,39 20 28,69
positve 100 49,56 60,86 66,95 13,91 62,6 38,26
neutral 0 22,6 20 18,26 7,82 17,39 33,04
no an-swer
0 0,86 0 0 0,86 0 0
Discussion of results: As well German as also Korean students (in different levels) see a
lecturer / professor as an expert (1). The German students consider their professor being
an idol (2) an authority (4) and a personality (6) but the Korean students, in their major-ity,
see this quite different. While the German students do not expect their lecturer / pro-fessor
knowing (5) everything (77,39%), the Korean students expect exactly this
(75,55%). Both, German and Korean students do expect their lecturer / professor coach-ing
them (3). Additionally, the Korean student expect him being a trusted person
(68,88% : 11,11 – yes : no). The German students do not so strongly expect their lec-turer
/ professor being a trusted person (38,26 : 28,69 – yes : no). Different to Germany,
the Korean professors also have responsibilities besides the university activities. Often
they consult their students through larger parts of their life (e.g. marriage). How the re-sults
influence e-Learning situations still has to be found out. Since the students in e-
Learning environments do not or only rarely get in direct touch with their lector / pro-fessor
the basic situation could be different to the one in the present teaching form.
Anyways, the wish for tutoring seems to exist in both countries. Also, if the Korean stu-dents
expect the more anonymous lecturer / professor in e-Learning situations to play a
role as a consultant for questions in all day’s life is unclear and has to be found out.
5.1.2. Tasks and Responsibilities of a lecturer / professor
In this question block the tasks and responsibilities are focused which students expect a
lecturer / professor to do. The aim is determining, weather a different level of support
has to be implemented within the adaptation process than in the origin context. There-fore
the students should evaluate different levels and kinds of support regarding to their
expectations. Learner satisfaction (Davis and Johnson, 2000, TiLa, 2004, Johnson,
2000) as a factor for better motivation in learning situations is still controversially dis-cussed.
Since the success in self-learning scenarios is strongly dependent on the motiva-tion
of the students, missing learner satisfaction can be seen as a key factor for failure.

Question: What do you consider as the lecturer’s / professor’s tasks and responsi-bilities
in the learning process? A lecturer’s / professor’s tasks and responsibilities base
on:
1. giving support according to technical matters, which are relevant for the learn-ing
process (e.g. in case of computer problems or installation of software).
2. providing well-selected contents and contextual information.
3. giving support according to organizing the learning process.
4. assisting within the process of finding the right information
5. giving feedback on my knowledge base, results and general educational devel-opment.
Table 2. Comparison: Tasks and responsibilities of the lecturer / professor (%)
Korean
Study
total
45#
negative 22,22 0 0 2,22 0
positve 64,44 91,11 93,33 93,33 100
neutral 13,33 8,33 6,66 4,44 0
no an-swer
0 0 0 0 0
German
Study
total
115#
negative 30,43 0 18,26 33,04 19,13
positve 54,78 99,13 63,47 43,47 62,6
neutral 14,78 0,86 18,26 22,6 18,26
no an-swer
0 0 0 0,86 0
Discussion of results: Generally, the same tendencies can be found although the results
at the Korean students are some clearer. In two cases (more than the German students)
they did not give any negative answer. Question 4 in Germany has been answered
nearly balanced between positive and negative and in Korea there is a clear statement to
the expectation in getting assistance to find information. It could be deduced that the
German students are more used working alone and do not expect the professors assist-ing
in such usual things like literature research. In an e-Learning situation this would
mean for the design, that if implemented in Korea, literature-lists for further studies
would be expected, while they could be spared in Germany. Unexpected has been the
answer to question 5: All the Korean students expect their lecturers / professors giving
feedback. In his discussion of his dimension IDV (Individualism Index) and his classifi-cation
of behavior, Hofstede (2005) writes for Asian societies that the ‘Face is lost
when the individual, either through his action or that of people closely related to him,
fails to meet essential requirements placed upon him by the virtue of the social position
he occupies’. The ability to stand critic and the kind of expected feedback we have tar-geted
in another block by asking for the effect of laud and critic. In this block as well
German as also the Korean students considered both, laud (89% Germany, 100%
Korea) and critic (62% Germany, 82% Korea) having a positive effect on their learning
motivation. 71% of the Korean students (in relation to 58% in Germany) said they feel
irritated, when they do not get any feedback.

5.2. GENDER GAPS AND DIFFERENCES
In the question-block gender gaps and differences we first of all wanted to find out if
the masquerading of the learners’ actual gender may provide an advantage within a cer-tain
society within the learning situation. In societies, in which for example women are
not considered to achieve a higher education because of their intended social position
such a masquerading could help providing female learners the same opportunities in
mixed learning environments than males. Additionally we wanted to find out how stu-dents
in different societies evaluate mixed groups for group-work in contrast to pure
male or female groups. Therefore we defined a set of 9 statements which shall give in-formation
about the behavior related to men and women and the picture of both.
The statements have been designed as answers to the following question:
What is your opinion towards the following gender oriented statements?
1. Learning content should be designed in the same way for women and men.
2. Women and men obtain the same ability in understanding complex informa-tion
(e.g. engineering, mechatronics).
3. Women and men obtain the same ability in understanding social contexts
(e.g. pedagogic of primary education).
4. Women and men are treated the same way when completing a task success-fully.
5. Women and men are treated the same way when failing a task.
6. Women and men have the same chances to access studies on all subjects.
7. Balanced gender mixed groups benefit intellectually to the learning process
/success.
8. Separation of genders in the learning process eases the social interaction in
groups.
9. It is generally useful to implement quota for the number of women in sup-posed
men dominated studies.
Table 3. Comparison: gender gaps and differences (%)
Korean
Study
Total
45#
negative 20 35,55 28,88 53,33 57,77 26,66 0 62,22 46,66
positve 66,66 46,66 60 40 33,33 57,77 84,44 28,88 37,77
neutral 13,33 17,77 11,11 6,66 8,88 13,33 13,33 8,88 15,55
no an-swer
0 0 0 0 0 2,22 2,22 0 0
German
Study
Total
115#
negative 2,6 26,08 29,56 28,69 28,69 10,43 11,3 70,43 40
positve 86,08 57,39 59,13 57,39 54,78 73,91 58,26 8,69 30,43
neutral 10,43 15,65 10,43 13,04 15,65 15,65 29,56 19,13 28,69
no an-swer
0,86 0 0 0 0 0 0 1,73 0
The differences of the answers between both countries have been smaller than we ex-pected.
Anyways, in the question on treatment, in Korea has been stated that there is a

larger gap than in Germany as well regarding to the treatment in relation to excellent
solved as also to failed tasks. Although the tendency is similar, more Korean students
think technical subjects being better studied by men than by women (20% more). All
negative answers in this case came from men. As a conclusion could be said that maybe
it would not be necessary to implement a gender-anonymous interface in Korea, but it
could have advantages. In Germany it is considered not being necessary because all re-sults
have been positive but since also there are differences monitorable it should be dis-cussed.
5. Conclusions
As a first conclusion of our survey, the methodology of an explorative survey can be
seen as an adequate method for the evaluation of culturally related influence factors.
The results we received until now in some cases have shown clear tendencies, other as-pects
require further investigation. Not having shown clear results does not necessarily
mean that there are no culturally motivated factors but that in our cases there have not
been such (at least not in both). Finally, for taking the decision if a cultural motivation
is really given for each influence factor, surveys in further countries are needed and will
be conducted within the first half of this year. Also, some of our questions need a re-finement
because the answers have not been as clear as expected. Anyways, in those
cases, we got valuable statements on possible additional answers and found at least two
additional influence factors, which we can define as context metadata: The need of the
students for being lauded and criticized (before we only defined their ability to stand it).
Our survey will at least go on until the summer of 2008. In this time we expect
having finished the statistical evaluation. After that, we will conduct it to further coun-tries.
Additionally, since this survey showed usable results, we plan designing further
surveys for additional context metadata.
What we can say until now: With the survey-method it is possible to determine
cultural related attributes and so, those can be taken into consideration when adapting
learning situations to other contexts. It should be noted that we do not try to classify so-cieties
or cultures through certain attributes. We want to enable producers and distribu-tors
of learning contents to raise their flexibility, produce more open, target-oriented
and adapt existing course materials instead of rewriting. Reusing contents can massively
lower production costs and therefore might be the key for a fair trade of education all
over the world.
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