桑切斯和古纳瓦德纳（1998）写道：“妮其·桑德斯和wiserman（1990）指出课堂人口日益多元化，从而创造一个关键需要注意不同的学习风格与不同的民族”（49页）。这表明，有必要看文化，使教育工作者可以设计一个成功的学习环境，并意识到差异，可能会影响他们创建的学习环境。但究竟是什么使一个人不同于另一个人？许多研究者将个人主义和集体主义的文化差异。霍尼克和tupchiy（2006）”表明文化的个人主义集体主义维度影响除了社会存在的观念为基础的通信技术网络的使用（与其他学员亲近感），社区意识，学习成果（学习满意度、感知的学习性能，和实际的学习绩效）”（p. 33）。因此，要了解那些居住在个体主义文化和集体主义之间的差异是非常重要的。个人主义文化中，像那些通常被称为“西方”的性质，往往造成的情况下，他们的个人需求和目标优先于其他需求”和“认为自己是独立的独立的个体”（Gunawardena，Wilson，& Nolla，2008，p. 754）。关注个人的需要和自主性可以以积极的态度或消极的方式来看待。一方面，“我们可以得出的结论是，个人主义的倾向，由于强调的任务，应该在其他条件不变的情况下被感知的和实际的学习成果正相关”（Hornick与tupchiy，2006，p. 35）。在网络课程中，个人主义者基于个人欲望和需要而高度激励。因此，他们很可能完全完成任务并按时完成预期的结果。另一方面，“个人主义文化往往有更多的团体因为个人有更多的访问类型；然而，成员没有强烈的依附于任何单一的群体”（Gunawardena，Willson，2003，p. 754 Nolla，）。此外，他们倾向于退出团体，要求太高，并在他们的群体之间的关系通过一个高水平的独立支队”标记（Gunawardena，Wilson，和Nolla，2003。体育课754）。这是非常重要的要记住，同时了解你的课程观众和设计相关活动。虽然个人主义者有很高的动机去完成与他们的个人需要和愿望有明确联系的任务，但由于他们天生的独立性和专注于任务上的沟通，他们往往会在机动小组和小组活动中遇到麻烦。
Sanchez and Gunawardena (1998) write that "Sanders and Wiserman (1990) point out that classroom demography is becoming increasingly multicultural, thereby creating a critical need to pay attention to diverse learning styles associated with various ethnic groups" ( p. 49). This indicates that it is necessary to look at culture so educators can design a successful learning environment and be aware of differences that could effect the learning environment they created. But what truly makes one person different from another? Many researchers separate cultural differences into individualistic and collectivist. Hornick and Tupchiy (2006) "indicate that the individualistic-collectivistic dimension of culture affects the use of the Web-based communication technology in addition to perceptions of social presence (the feeling of closeness with other learners), sense of community, and learning outcomes (learner satisfaction, perceived learning performance, and actual learning performance)" (p. 33). Therefore, it is incredibly important to understand the differences between those that reside in an individualistic culture and a collectivist one.Individualistic cultures, like those commonly referred to as being "West" in nature, tend to create circumstances where their "personal needs and goals take precedence over the needs of others" and "see themselves as separate and autonomous individuals" (Gunawardena, Wilson, & Nolla, 2008, p. 754). The focus on personal needs and autonomy can be seen in a positive manner or a negative manner. On one hand "one could come to the conclusion that individualistic tendencies, due to emphasis on 'task,' should ceteris paribus be positively associated with perceived and actual learning outcomes" (Hornick & Tupchiy, 2006, p. 35). In an online course an individualistic person is highly motivated based on personal wants and needs. Therefore, they are very likely to get tasks completed fully and on time to secure the desired outcome. On the other hand, "individualistic cultures tend to have more ingroups because individuals have more access to ingroups; however, members are not strongly attached to any single ingroup" (Gunawardena, Willson, and Nolla, 2003, p. 754). Further, they tend to drop out of groups that are too demanding, and their relationships within their groups are marked by a high level of independence of detachment" (Gunawardena, Wilson, and Nolla, 2003. p. 754). This is incredibly important to keep in mind while learning about your course audience and designing correlating activities. While individualistic persons are highly motivated to complete tasks that are clearly linked to their personal needs and wants, they often have trouble maneuvering groups and group activities because of their natural independence and focus on task-only communication.