How to ensure academic success of Indigenous students who ‘Learn where they live'

6th April 2023

Publication

Cochrane, J.E. & Maposa, S. (2018). How to ensure academic success of Indigenous students who ‘Learn where they live’.  International Journal of E-learning & distance education. 33, (2)  https://www.ijede.ca/index.php/jde/article/view/1099/1723

Introduction

Distance Education as a mode of delivery of training for remote Indigenous students was studied. Indigenous students and instructors were from health programs such as nursing and diabetes education. The unique challenges faced by Indigenous students in successfully completing their programs were identified and suggestions to address the barriers were explored by reviewing published literature and primary data was gathered by applying qualitative research methodology.

Significance of the problem 

Researchers noted the extensive prevalence of Type 2 diabetes among Indigenous populations and “self-management education and support is a critical element of care for all people with diabetes” (Beck et al., 2017, p. 1409).  Cochrane and Sithokozile (2018) reported, “Currently, Indigenous students represent 80% of all students in the diabetes program, with a completion rate of less than 65%”. Secondary research indicated that the retention profile in programs among Indigenous students and their successful completion of distance education (DE) classes is often a challenge and “factors limiting their successful completion include limited flexibility and interaction between instructors and peers, and difficulties balancing learning with family needs” (Bell & MacDougall, 2013). This qualitative study represented experiences of DE instructors, and Indigenous students within a mid-sized academic institution’s catchment area in western Canada, sought to answer two questions:

• What are the unique cultural learning needs of Indigenous students completing DE pedagogies?
• How can DE programs meet Indigenous students’ goals for academic success and indigenization? Indigenization includes a “broader realm of a truly culturally relevant practice and scholarship” (Gray & Coates, 2010, p. 2).

Literature review 

Sources used by researchers were from relevant and professional journals in diabetes, health, indigenous, and distance education. The authors of this article mentioned Iseke (2013) who “encourages instructors to incorporate stories that validate experiences and Indigenous ways of knowing and foster relationships while sharing knowledge". They have also reported Ball’s (2007) suggestion of “adapting learning activities to involve the students in completing dialogue exercises in their local settings”.

Research design and methodology 

Researchers have applied constructivism, interconnectedness, Thorne’s interpretive description, and Mussell’s approach Indigenous ways of knowing, being and doing. Knowledge is constructed by applying local Indigenous real-world stories and experiences. Protocols used were Indigenous Ownership Control Access and Possession (OCAP) principles (National Aboriginal Health Organization, 2007), and Saskatchewan Polytechnic Human Subject Research Ethics Protocol (HSREP). All participants provided informed written and verbal consent.

A purposive sampling approach (LoBiondo-Wood, Haber, Cameron, & Singh, 2013) was used to select participants with targeted population characteristics (i.e., former, current, and potential Indigenous students of the target program). Data was gathered through semi-structured questions (Thorne, 2008) and topics for individual interviews (done via phone or email), and sharing circles, respectively. This study consisted of three sharing circles and eleven individual interviews. In keeping with Indigenous culture (Mussell, 2005), an elder was present at each sharing circle to guide the process of sharing wisdom. Individual interviews were done by the first author and a graduate student who was trained in research methods.

Forty-one Indigenous persons (either a potential, past, or current student), six instructors who taught Indigenous students along with five former Indigenous students who completed the diabetes DE program, participated in the study. Further, Kovach (2019) researcher from Saskatchewan also mentioned that curriculum can be redesigned by engaging Indigenous knowledges and upholding oral culture. Stern (2020) found that students find online education convenient since they have access to materials around-the-clock and hence more aspects about 24/7 access to content could be included by researchers.  

Kariippanon and Senior (2018) suggest the use of grounded theory, Indigenous languages and relationality such as kinship or clan system to build relationships among and with Indigenous students. 

Discussion of the results 

Results are reported as, “barriers to successful completion of programs include limited flexibility of the course duration, lack of interaction with instructors or peers, and balancing one’s learning needs with family needs (Ball, 2007)” and this draws on the literature review. A thematic analysis of the interview and sharing circle narratives was conducted manually following multiple readings of the transcripts. The themes uncover new patterns of looking at the data (i.e., experiences that enhance or hinder success among Indigenous students). Some themes, e.g., instructor-student interaction/support, were also corroborated by the literature (Bell & MacDougall, 2013; DiGregorio, Farrington, & Page, 2010; Sharpe et al., 2011), and participants’ narratives. Lack of internet infrastructure hindered the use of online delivery. Discussion of the results was accurate, useful and weaved together the gaps identified in the literature review and primary research.

Conclusions describe the implications of the findings for distance education theory, research and/or practice

DE theory, practices and participants selected for this study were from nursing and diabetes programs delivered via DE. The following themes were revealed: 1) personal interaction with the instructor and peers is essential, 2) learning tools should be sensitive to learning needs and visual learners, 3) flexibility must be integral, allowing for learning/family needs balance, 4) preference for cultural relevance and appropriate materials enhance learning; and 5) technological access and ongoing support in its use is imperative.

References

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education.

Danyluk, P., & Hanson, A. (2021). Using Indigenous Talking Circles in Online Environments (learning object). University of Calgary, Calgary, AB.

Kariippanon, K., & Senior, K. (2018). Re-thinking knowledge landscapes in the context of Grounded Aboriginal Theory and online health communication. Croatian Medical Journal, 59(1), 33–38. https://doi.org/10.3325/cmj.2018.59.33

Kovach, M., & Montgomery, H. M. (2019). What kind of learning? for what purpose? reflections on a critical adult education approach to online social work and education courses serving Indigenous Distance Learners. Critical Social Work, 11(1). https://doi.org/10.22329/csw.v11i1.5813 

Maxwell, J. A. (2006). Literature reviews of, and for, educational research: A commentary on Boote and Beile's "Scholars before Researchers". Educational Researcher, 35(9), 28-31. 

Ogunwale, O. G. (2016). Course material development and availability as determinants of students’ academic performance in National Open University of Nigeria. SMCC Higher Education Research Journal, 2(1). https://doi.org/10.18868/sher2j.02.00416.02 

Rivkin, A. (2020). Manuscript referencing errors and their impact on shaping current evidence. American Journal of Pharmaceutical Education, 84(7). https://doi.org/10.5688/ajpe7846 

Stern, J. (2020). Introduction to Online Teaching and Learning. Available online at: https://www.wlac.edu/online/documents/otl.pdf