Design of cultural differences in hypermedia environments

Abstract

In this article, initially, the definition of the relevant terms such as culture/cultural differences and hypermedia will be focussed on. Later, the role and importance of the inclusion and design of cultural differences in hypermedia environments in terms of learning/teaching will be concentrated on. The aim is: 1) to give the definition of the pertinent terms and state what cultural differences mean; 2) to explore the inclusion, role and design of cultural differences in hypermedia environments in terms of learning. At this digital age, the majority of the worldwide learners are generally digitally fluent and competitive [Türel, (2013), p.483; Gros et al., (2012), pp.190–210] although some claims otherwise [Bullen et al., (2011), pp.1–24]. Therefore, the increasing opportunities for learners to access such innovative resources are likely to open the way for a number of positive changes in their lives towards not only to their own cultures, but also to different cultures. Pedagogically and epistemologically, materials writers and educational institutions should respond to all learners who come from a wide range of diverse backgrounds. Material writers and educational institutions should also accommodate learners’ cultural differences in teaching/learning materials whether they are in the form of conventional materials (CMs) or hypermedia environments. Not only does such an inclusion help them gain confidence, but it also helps them respect for themselves as well as others.