Examining the need for culturally responsive digital learning

Abstract

This paper addresses the pedagogy and practice of tertiary learning, and in particular it asks, How is there a need for culturally responsive digital learning? Research shows that worldwide there is established classroom content being delivered through shifting, digitally-infused curriculum. Looking from the New Zealand tertiary perspective, populated by an increasing number of diverse student cultural cohorts (particularly due to international education marketing and strategies), examined here are the ways in which online, participatory structures work to engage all learners. Considered is how common spaces in the digital platforms available for educational purposes can be seen to embody a common culture. Research informing this article comes from two studies I have undertaken. The first is a practical inquiry of the use of online spaces in the ‘global classroom’ (a concept defined in this case as including the worldwide web of information alongside an institution’s role to educate within a multinational, multicultural population). The second is a qualitative look into how educators discovered effective learning practices for international students in particular, based upon a study that included educator interviews at one tertiary institute. Merging data from both studies found how incorporating digital learning through the now-familiar online spaces requires culturally responsive consideration. This paper is meant to provide some improved insight for all educators looking to answer the initial question posed.