Building pathways online: Indigenous Futures Collaboration

Rennie, E, Prayaga, P and Louie, Y 2017, Building pathways online: Indigenous Futures Collaboration, Swinburne University of Technology, Melbourne, Australia


Document type: Commissioned Reports
Collection: Commissioned Reports

Title of report Building pathways online: Indigenous Futures Collaboration
Author(s) Rennie, E
Prayaga, P
Louie, Y
Year of publication 2017
Publisher Swinburne University of Technology
Place of publication Melbourne, Australia
Subjects Aboriginal and Torres Strait Islander Education
Organisational, Interpersonal and Intercultural Communication
Communication Technology and Digital Media Studies
Abstract/Summary Research findings The IFC project provided a significant evidence base from which future endeavours may benefit. Findings discussed in this report include:  Online education can assist people in regional and remote areas into higher education when courses are tailored to meet the needs of specific cohorts.  Aboriginal and Torres Strait Islander student support needs are diverse: students in pathways courses generally required a high level of student support, including literacy support and technical assistance. Those in Bachelor degrees were found to have similar needs to non-Indigenous students enrolled through Swinburne Online. Providing good support for all online degrees students is likely to meet the needs of Indigenous learners.  For pathways courses, blended delivery may be more successful than fully online delivery.  Digital exclusion remains a barrier for a significant number of Aboriginal and Torres Strait Islander students living in remote areas, and for some in non-remote areas. Students are likely to benefit from internet access support (such as account credit), instruction on platform use, and device provision.
Commissioning body Swinburne University of Technology
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