Online teaching brings both unique challenges and opportunities to students and faculty (e.g, Prensky, 2009). Some of these challenges and opportunities are in the area of perceptions of online teaching itself (e.g, Osborne, Kriese, Tobey and Johnson, 2009a), some involve unrealistic expectations or lack of appropriate preparation on the part of students (e.g, Clark, 2010) and others involve the match between faculty teaching styles, student learning styles and digital instruction (e.g, Chen, Kinshuk, Wei & Liu, 2010; Sheng-Wen, Yu-Ruei, Gwo-Jen & Nian-Shing, 2011). These challenges might present particular difficulties when the goal is to change attitudes (e.g, Bolliger & Martindale, 2004). The current study assessed the relationships between Tolerance for Ambiguity (Budner, 1962; MacDonald, 1970; McClain, 1993), Munroe Multicultural Attitudes (Munroe & Pearson, 2006) and student performance in an online course on the Prejudice, Discrimination and Hatred. As hypothesized, changes in Tolerance for Ambiguity and Munroe Multicultural Attitudes across the semester were predictive of course grades.
Kriese, P., & Osborne, R. E. (2016). Tolerance for ambiguity as a potential barrier to intercultural interactions. In C. Roland-Lévy, P. Denoux, B. Voyer, P. Boski, & W. K. Gabrenya Jr. (Eds.), Unity, diversity and culture. Proceedings from the 22nd Congress of the International Association for Cross-Cultural Psychology. https://scholarworks.gvsu.edu/iaccp_papers/169