The pains and gains of blended learning – social constructivist perspectives

Abstract

Purpose

Using the case of a cross-cultural setting, the purpose of this paper is to compare perceptions of students towards face-to-face learning and blended learning. A social constructivist perspective is used which implies that cultural data are in fact social constructs made on the basis of the participants’ own cultural thought patterns and the concepts and categories to which they are socialised within learning organisations. This paper aims to discuss these issues.

Design/methodology/approach

Perceptual evidence forms the primary qualitative and quantitative data for this study. The paper uses social constructivist approach with empirical data in developing the notion that cross-cultural management is a process whereby people, through social interactions, acquire participative competence for working in cross-cultural settings.

Findings

Perceptual data emerging from this study point out that considering the learning objectives of a cross-cultural context are paramount when engaging in cross-cultural management curriculum and teaching design. Such social contexts, while complex and challenging, is often a perfect opportunity where cross-cultural competence can be developed.

Originality/value

The value of the study lies in the original insights it offers into student experiences and the challenges to adopt a “one size fits all” strategy in a cross-cultural setting.

Citation

Pillay, S. and James, R. (2014), "The pains and gains of blended learning – social constructivist perspectives", Education + Training, Vol. 56 No. 4, pp. 254-270. https://doi.org/10.1108/ET-11-2012-0118