blended teaching and learning along Hofstede's cultural
Dolf Steyn & Johannes
Cronje, University of Pretoria, Seugnet Blignaut,
Tshwane University of Technology
reflects on the cross-cultural communicative experiences
of professors from South Africa and students from
Sudan, during a two-year Internet-supported Masters'
course in Computer-Assisted Education. Four of Hofstede's
cultural dimensions were considered as categories
of interpretation. The purpose of the research was
to determine the extent to which Hofstede's quantitative,
functionalist research can be used as a basis for
an essentially qualitative, radical humanist enquiry.
While Hofstede's work focuses on cultural differences,
this article tries to uncover what commonalities were
constructed in the process. It was found that dimensions
such as power-distance and uncertainty avoidance tended
to amplify one another, while together they resulted
in a movement away from individualism towards collectivism.
The dimensions of masculinity and femininity were
not useful in explaining differences as the two meeting
cultures were very close together, and both plotted
in the middle of the dimension. It is suggested that
more research be conducted to uncover the elements
that are common to cultures, as emphasizing commonality
seems more useful than trying to overcome differences.