چکیده (انگلیسی):

Shanahan (2006) found that to be effective the delivery of distance learning programmes to
developing nations had to overcome certain constraints, such as cultural constrictions (i.e., issues
of language), tradition-based limitations (i.e., paternalistic and hierarchical structures), an
inherited past (colonialism), and poor infrastructure (particularly in relation to
telecommunications). It was argued that all of these obstacles needed to be managed and
sufficiently overcome if distance delivery was to be of any utility. This study builds upon this
research to include possible differences in learning styles across cultures that may influence the
functionality of web-based distance learning programmes. Fiji was chosen as a useful case study
as this country has a population that is almost evenly split between two cultures: indigenous
Fijians and people of Indian ancestry who were born in Fiji. These people were submitted to the
same integrated educational systems, governmental processes, economic constraints, and social
norms and laws. Participants in this study completed the Lincoln VARK Learning Styles
Questionnaire
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and comparisons were made between learning styles and by ethnicity, age,
computer access, and job position. Results indicated no significant difference in learning styles
between cultures, but significant differences between learning styles across the total sample were
evident. The results suggest learning differences need to be taken into account if maximum
outcomes are to be achieved from web-based distance learning programmes. Such a finding has
ramifications for educational institutions offering distance learning curriculums as the poor
completion rates may partly be a function of not moderating such programmes to cater to the
differences in learning styles. It is simply not a totalitarian process.