{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1648"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1648","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Does cultural self-awareness alter instructional design decisions?","abstract":"This project looks at the influence background culture has on instructional designers. Current research supports the hypothesis that background culture affects learning preferences. This study approaches cultural background from the instructional designers' point of view. Using Hofstede's Model of Cultural Dimensions as a tool for understanding how culture influences our expectations in a classroom setting a survey was sent to subjects from various cultures to see if their design style correlated to the ranking given by Hofstede. 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Ahern","Daniel Hursh","Ugur Kale","Neal Shambaugh","Carol Zwickel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-08-01T07:00:00Z","date_published":"2014-08-01T07:00:00Z","updated_at":"2026-07-24T06:14:46Z","subjects":["Instructional design","Educational sociology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/645"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/645","href":"https://researchrepository.wvu.edu/etd/645","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.645","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Terence C. 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