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in terms of ideas and learning outcomes.
This develops a sense of equal confronta-
tion among the participants, resulting in
an increase of involvement in the learning
procedure, and in satisfactory collaboration
terms.
• If racism is an issue in a learning envi-
ronment, then participants must become
acquainted with other cultures and find the
courage to challenge stereotypes and ap-
preciate others. The instructor would:
° Enable learners to share personal
photos (e.g., family, friends, and place
of origin), videos, ethnic-traditional
music, tourist information about their
countries, and so on.
° Provide information about learners'
ethnicities and races.
° Organize discussions about learners'
ethnic-racial similarities and differ-
ences.
° Create a common basis of views ac-
cepted by all.
° Unify and integrate opposing views
and ideas.
• Illustrations in distance learning delivery
can include culturally appropriate personal
names and culturally accepted phrases. This
illustration embraces the students' back-
ground and serves as an engaging point to
keep their interest.
• Matters that relate to prejudice and attitudes
must be confronted through teaching about
“other cultures.” That requires a dismantling
of institutionalized practices of racism—
whether in employment or education or in
social welfare. It also entails a direct confron-
tation with racist ideologies—for example,
in curricula. The instructor would:
° Find common ground among conflict-
ing opinions (e.g., two learners from
different nations describe a battle
between their nations from a single
compromised point of view).
° Create mixed teams and ask them to
complete a project.
° Ask learners to collaboratively develop
concept maps on controversial issues.
C o in- c e r in- i in- g e c o in- o m i c c l a s s d i f f e r e in- c e s , a in- i in- -
structor would (Howard & Levine, 2004; Paulsen
& St. John, 2002; Walpole, 2004):
• Enable the participation of the lowest eco-
nomic class learners by either encourag-
ing scholarships or tailoring the required
economic resources of a project to these
learners.
• Provide the appropriate background infor-
mation to students lacking it, due to their
economic situation.
• Create mixed teams and ask them to complete
a project.
• Encourage learners to share their living
experiences.
• Foster mutual understanding and respect.
Age differences and barriers correspond
mainly to different life experience, educational
background, professional status, and maturity
(Gaskell, 2000). Age should be taken under con-
sideration in group formation, especially when it
influences team effectiveness due to differences
that might occur in prior educational background
and technology adequacy. For example, it is
evident that all participants should be familiar-
ized with technology demands and frustrations,
especially in a virtual learning environment.
Turner (2000) conducted a research with the
purpose of investigating individual difference
factors with respect to computer use generally,
as a means of informing e-learning instructional
design. The learning team included 170 under-
graduate students (103 Chinese and 67 UK) who
completed tasks, and also a questionnaire on their
knowledge of the Internet and how effectively they
used it. The results indicated a difference in the
affective and cognitive components of attitudes be-
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