Achieving cross-cultural dialogue in teacher education: A mixed-methods investigation of a distance learning special education course for teacher training in the Pacific

This mixed-methods study examined a distance learning course introducing special education concepts to students in Micronesia. The instructional design of the course took into account constructivist theories, adult learning theories, and considerations for cross-cultural settings. Based on recommendations from the literature, the course incorporated an innovative, media-based curriculum, collaborative learning formats, and a hybrid method of delivery that included a weekly synchronous online meeting. Results of the quantitative component of this study showed that students had statistically significant gains in content knowledge acquisition. Results from the qualitative component of this study indicated that students benefited from the media-based curriculum, constructivist activities and collaborative learning opportunities. The methods used in this course were an effective way to address cross-cultural teaching and learning. The paper concludes with a discussion of appropriate instructional design for distance learning courses and identifies ways in which the needs and preferences of distance learning students can be met in the unique settings of the Pacific.