Authors: Anjum Razzaque; Hussain Mohsen AlArayedh; Christopher Moylan
Addresses: Management Information Systems Department, College of Business and Finance, Ahlia University, P.O. Box 75262, Juffair, Manama, Kingdom of Bahrain ' Department of Information System, College of Information Technology, University of Bahrain, P.O. Box 32038, Sakhir, Kingdom of Bahrain ' Department of English, College of Arts and Sciences, New York Institute of Technology, Old Westbury, NY 11568, USA
Abstract: Past scholars have highlighted on learners' dissatisfaction with multicultural-classrooms teachings. This represents a vital concern for investigation since ample students from different cultures enrol in western higher education (HE) institutions (HEIs) despite the reported declining teaching-learning quality. This study investigates whether learners' culture (LC) and learning style (LS) affect learner expectations through learning outcomes (LOs). Instructors can improve curriculums using complimentary LS and LOs. This study confirms that national culture and LS do govern LOs; thru an interdisciplinary model assessing the effect of Hofstede's national culture and Charlesworth's learning-styles on learning outcomes. An adopted survey was distributed to undergraduates in a NY-based HEI. Data analysis, mainly confirmatory factor analysis and structural equation modelling, confirmed that individualism/collectivism, power-distance national culture, and activist and pragmatic learning styles, empowers learning outcomes (i.e., learner expectations). Implications to theory and practice are also expressed.
Keywords: higher education; national culture; learning; learning outcomes; learning styles; multicultural classrooms.
International Journal of Innovation and Learning, 2021 Vol.30 No.1, pp.65 - 90
Received: 22 Feb 2020
Accepted: 08 Jul 2020
Published online: 29 Jun 2021 *