Exploring Cultural Diversity Awareness and Addressing Cultural Biases among Undergraduate Students in Online Learning Environments
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Abstract
The growing field of online education has developed within a cultural context rooted in many forms of inherent bias. Therefore, this mixed-methods study was conducted within a sociocultural theoretical framework. The population consisted of teachers and students from various backgrounds at some universities in Karachi. In qualitative research, twelve teachers from random universities were selected using a purposive sampling method. In quantitative research, the researchers used the simple random sampling method to select one hundred students. The researchers conducted interviews and surveys. The researchers analysed the quantitative data using the statistical analysis method in SPSS. The researchers manually analysed the qualitative data through thematic analysis. The study's findings show teachers encountered challenges and biases in synchronous and asynchronous online sessions. Cultural diversity is an important element and an anticipated norm in online learning environments. Teachers should develop cultural diversity awareness in students and use teaching strategies. This study also found that students aware of cultural diversity were satisfied with their online learning experience. The findings of this study add to the literature on online learning satisfaction and provide direction for solving problems related to online learning satisfaction.
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