Differences in the Perception of E-Learning Resources: A Cross-Cultural Analysis of Logistics Students in Austria and the Czech Republic

The aim of this study is to analyse and compare online learning preferences of higher education students taking a degree in logistics both in Austria and the Czech Republic. It is sought to grasp aspects that support the acceptance of e-learning and to identify how learning styles and societal and disciplinary cultures influence the perception of e-learning resources. In this context, the acceptance of gamification elements is investigated in more detail to shed light on the preferences of the respective learning culture. This investigation is embedded in a larger EU project that seeks to foster cross-border cooperation between two technical oriented higher education institutions the local industry. Due to increasing international cooperation and emerging markets, a profound understanding of multinational aspects as well as the differences in geographical perspectives have become major drivers for international business. Within this project it is intended to produce e-learning material for four technical disciplines that can be used by students and regional employees of these fields. To make most practical use of the provided elearning resources it is critical to know about the contextual differences and the learning preferences of each disciplinary and societal learning group. A specific focus of this investigation is placed on logistics to identify cross-border differences regarding learning preferences, cultural diversity and international communication. To get deeper insight into the perception of logistics students with regard to e-learning resources, a questionnaire was set up and distributed among Bachelor students at both sides of the border. It was found that apart from individual factors such as openness to learning opportunities or independence of learning, also the respective subject area and the cultural and institutional attitude towards e-learning have substantial impact on the learning behaviour and the perception of what constitutes a valuable elearning resource.