Online learning and teacher education: The experiences of Indigenous teacher education students

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2016-10-01 DOI:10.18793/LCJ2016.20.04
A. Reedy, Heleana Wauchope Gulwa
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引用次数: 1

Abstract

Online learning is an integral component of higher education delivery at Charles Darwin University, a regional university located in the Northern Territory, Australia. This paper draws on data obtained through the conversational method of ‘yarning’ (Bessarab & Ng’andu, 2010) with five Indigenous teacher education students about their experiences in online learning at CDU. Analysis of the data revealed their experiences were impacted by issues related to access and mode of study and the advantages of online learning were offset by a sense of isolation when studying fully online. This paper draws from data obtained from a broader Educational Design Research study that explored the experiences of Indigenous higher education students across a range of disciplines and the implications of these experiences for the design of online learning environments.
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在线学习与教师教育:原住民教师教育学生的经验
在线学习是查尔斯·达尔文大学高等教育的一个组成部分,这是一所位于澳大利亚北领地的区域性大学。本文利用“yarning”对话法获得的数据(Bessarab & Ng’andu, 2010),与五位土著教师一起教育学生他们在CDU的在线学习经历。对数据的分析显示,他们的经历受到与学习渠道和学习模式有关的问题的影响,而在线学习的优势被完全在线学习时的孤独感所抵消。本文从一项更广泛的教育设计研究中获得数据,该研究探索了土著高等教育学生在一系列学科中的经历,以及这些经历对在线学习环境设计的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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