Cultural considerations in online instruction and learning

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Abstract
The increase in globalisation of distance education has revealed the existence of cultural discontinuities that affect learning effectiveness. The theoretical basis of such discontinuities is discussed in terms of the models of Vygotsky, Tharp, and Flowerdew and Miller. In addition, findings from the author's research involving West African extension students and print‐based instructional materials is also reported. The implications for instruction and research are discussed and intervention strategies are suggested.