The 8th INternational Conference on Software Process Improvement - Research into Education and training, Quality in Teaching and Technology Based Learning, INSPIRE 2003, 23-25 April, Glasgow, UK, pp. 23 - 34 Technology- based Learning – Cultural Dimensions and Considerations Elli Georgiadou 1 , Kerstin V. Siakas 2 1 School of Computing Science, Middlesex University Trent Park, Bramley Road, London, N14 4YZ, UK Tel: + 44 208 411 4331, Fax: +44 411 5924, e.georgiadou@mdx.ac.uk 2 Technological Educational Institution of Thessaloniki, Department of Informatics, P.O. Box 14561, GR-54101 Thessaloniki, Greece Tel: +30 31 791 296, Fax: +30 31 799 152, E- mail: siaka@it.teithe.gr Abstract New computing and communications technologies enable global, asynchronous and life-long learning. This paper presents an outline of recent trends in educational attitudes and provision across geographical, technological and cultural boundaries. We investigate the need to cater for differences in approach, philosophy and culture using Hofstede's cultural dimensions and more recent research on the effects of culture on software quality management. Insights gained from this research as well as through the implementation of distance education programmes are presented together with indications of future work. Introduction The technological developments of the last 20 years have resulted in a learning revolution where disadvantaged groups such as dispersed communities and people with work and family responsibilities can engage in open, distance mode, asynchronous and flexible studies for professional updating, the acquisition of qualifications and generally for life -long learning. Academic and training provision tend to address industry and societal needs. The industrial revolution of the 19 th century generated a need for technical and engineering personnel. Similarly the information revolution of the late 20 th century resulted in an IT skills shortage. At the beginning of the 21 st century education and training providers are focussing towards open and distance mode, technology based learning and teaching. In parallel to the technological change pedagogic attitudes and approaches have been constantly shifting from the didactic model towards more participative, learner-centred