Exploring the Complex Computer-Mediated Communication Needs of Learners in a Multilingual, Multicultural Online Learning Environment

The purpose of this study was to understand student perceptions of social presence that resulted from communicating and collaborating via different forms of Internet-based communication technologies in a diverse, multicultural, multilingual online learning environment. In that it describes how non-native English speaking students from different countries and cultures responded to the use of various asynchronous and synchronous computer-mediated communications technologies as they relate to developing a perceived sense of social presence, this study may assist educators and course designers as they consider how to implement an effective course design strategy toward meeting the complex needs of the multicultural online learning environment.;The questions guiding this research were (a) How do participants describe their perceived sense of presence while engaged with others in a multicultural online learning environment? (b) How do participants' cultural histories influence their choice of communication tools in the multicultural online learning environment? (c) What dynamics do participants encounter when communicating in the multicultural online learning environment? (d) How do participants describe their reactions to using various CMC in the multicultural online learning environment?;This qualitative, embedded, single-case study incorporated a purposeful maximum variation sampling strategy in its recruitment of 14 adult learner participants who were enrolled in a culturally diverse, online-delivered course hosted by a large university located in the Mid-Atlantic region of the United States. The results of this research contribute to the creation of a body of knowledge useful to the fields of distance learning, communication, linguistics, social presence, social learning, instructional systems design, computer-mediated communication (CMC), and multicultural studies. By gaining an understanding of just how complex the communication needs are of the multicultural online learner, educators and course designers will be better prepared to serve multicultural and non-native speaking students by means of applying effective course design strategies and providing opportunities that help insure success for each unique learner. The research also expands on the literature by discussing how religion and other cultural issues may influence the choice of CMC technologies and how, when, and if the technologies may be used by all course participants.