Mensah, Esther ORCID: https://orcid.org/0000-0002-3550-3527, Marhajan, Anju, Aderin, Adeyemi and Tsay, Crystal ORCID: https://orcid.org/0000-0003-4959-0411 (2025) Navigating cultural diversity in blended learning: enhancing experience and satisfaction in International Business Education. In: Teaching and Learning Conference 2025: Future-focused education: Ensuring successful student outcomes for all, 1st - 3rd July, 2025, The Wave, University of Sheffield.

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Abstract

Blended learning (BL), combining face-to-face and online instructional components, has emerged as a key trend in Higher Education (HE), enabled by the widespread adoption of Virtual Learning Environments (VLEs). This approach supports the concept of education beyond physical boundaries, offering flexibility to learners. While BL holds promise for improving academic outcomes, its benefits are not uniformly realized among students (Rasheed et al., 2020; Vallee et al., 2020). Variability in outcomes stems from differences in course design (Alammary, Sheard, & Carbone, 2014) and learner characteristics, including cultural values, educational backgrounds, and technology comfort levels (Wong et al., 2014; Bernard et al., 2014). These factors significantly influence student engagement, satisfaction, and academic performance (Kember et al., 2010; Ali et al., 2023). This research investigates the role of cultural diversity in shaping student experiences in BL environments. Focusing on postgraduate International Business (IB) programmes, the study examines how cultural values—such as power distance, collectivism, communication style, and time perception—affect readiness for BL, engagement, online learning experience, flexibility, self-confidence, and programme satisfaction. A medium-impact BL design was implemented, integrating weekly one-hour live online lectures with interactive components, face-to-face small-group tutorials, and asynchronous activities through VLEs. The study surveyed 148 students from four entry cohorts between May and August 2024. The sample was predominantly international, with over 90% studying in the UK for the first time. Participants were 62% male, and 55% were aged 19–24. Data analysis using correlation, MANCOVA, and regression revealed significant associations between learner characteristics and BL experiences.
Key findings include:
1. Prior BL Exposure: Students with previous BL experience showed higher engagement (p=0.019) and a more positive online learning experience (p = 0.037).
2. Communication Style: Students with direct communication styles demonstrated greater engagement, readiness for BL, and higher programme satisfaction (p < 0.001).
3. Polychronicity: Those with high polychronicity attitudes experienced greater flexibility (p < 0.001) and readiness for BL (p = 0.030).
4. Cultural Values: Collectivism, polychronicity, and direct communication styles positively influenced programme satisfaction when there is flexibility in BL environments.
These findings underscore the importance of incorporating cultural and individual learner characteristics into BL design. Tailored support for students unfamiliar with BL, alongside clear and direct communication practices, can foster inclusivity and enhance learning experiences. Practices such as structured discussion forums, real-time feedback, and clear assignment guidelines could contribute to creating an equitable and engaging BL environment. The research offers valuable insights for two key HE audiences: educators and policymakers. Educators can leverage these findings to adapt teaching strategies, ensuring alignment with diverse cultural preferences to promote inclusivity and engagement. For policymakers, the study provides guidance on embedding culturally responsive practices within BL frameworks, ensuring equitable learning opportunities for all students. By integrating cultural nuances into BL design, HE institutions can optimize student motivation, engagement, and satisfaction, advancing the discourse on future-focused, inclusive education. This approach not only benefits diverse learner cohorts but also enhances the overall effectiveness of international business education.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	Blended Learning, cultural diversity, International Business Education, student engagement, programme satisfaction
Subjects:	H Social Sciences > HB Economic Theory L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > Executive Business Centre
Related URLs:	Organisation
Last Modified:	06 Feb 2026 14:36
URI:	https://gala.gre.ac.uk/id/eprint/52417

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