Investigating Culture and Resource-Sensitive Technology-Enabled Learning

Abstract

Cultural differences can impact how learning is delivered in higher education. Past studies have overlooked the impacts of specific cultures on learning and technology integration, and therefore, this article explores aspects of culture and resource implications for technology-enabled learning. The study collected data from students, lecturers, and university administrators at the University of Papua New Guinea via questionnaire (n = 58), focus group (n = 15), and interview (n = 2). Descriptive statistics of questionnaire responses supplemented by conventional content analysis of interview and focus group responses revealed perceptions of higher education and teaching in Papua New Guinea (PNG). Often, learning technologies are adopted without careful consideration of the users’ requirements, especially their cultural influences, which sometimes hinder the effective implementation of chosen technologies for learning. This article discusses the key findings related to technology limitations, cultural influences, communication issues, and other challenges unique to PNG. It highlights that students and lecturers are keen to embrace technology in teaching and learning; however, institutional constraints hinder the successful implementation of technology that would allow them to advance learning. This, coupled with cultural influences such as traditional customs, practices, and belief systems, also affects how Western education is delivered. The article concludes with recommendations for implementing culturally sensitive learning management systems that can accommodate infrastructure and social challenges.