Development of a model using information technology for support of rural Aboriginal students off-campus learning

Grant, Mary

doi:10.14742/ajet.2039

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…During recent years much has been written on the cultural differences between Indigenous people and the non-Aboriginal majority in Australia (Harris, 1990;Whatman, 1995;Grant, 1996;Partington, 1998). Issues that must be addressed in program planning include the need to recognise Indigenous identity, language, and social, political, and economic requirements in ways that affirm cultural traditions while simultaneously promoting students' ability to work within the dominant society.…”

Section: Features Of Instructional Design For Indigenous Learnersmentioning

confidence: 99%

Culturally responsive technology use: developing an on‐line community of learners

McLoughlin

1999

Brit J Educational Tech

142

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Her research interests include the design of learning environments that foster higher order cognition, the development of open learning environments and the creation of instructional design guidelines for flexible delivery. AbstractIn tertiary contexts, Web-based instruction often appears to be tailored to the needs of a particular cultural group, recognising the specific learning needs, preferences and styles of a single, perhaps homogeneous, group of learners. However, in designing instruction, there is typically a tension between the need to ensure flexibility and access to learners of "multiple cultures", while at the same time taking into account the need for localisation and a requirement to accommodate a particular set of learners' cognitive styles and preferences (Collis and Remmers, 1997; Damarin, 1998). Considering both the micro-and macro-cultural levels of design is therefore essential if culturally appropriate design is to be achieved in Web-based instruction.One of the limitations that has been recognised in striving towards culturally appropriate design is that current instructional design models do not fully contextualise the learning experience, and are themselves the product of a particular culture (Henderson, 1996). A proposed solution is the adoption of a multiple cultures model of design, which is not culturally exclusive. This paper traces the development of an on-line unit for Indigenous Australian learners, and accounts for the cultural issues that impacted on the design of learning tasks and the associated avenues for communication provided to learners. In this context, culturally responsive design was ensured by the adoption of an epistemology and pedagogy based on Lave's (1991) community of practice model. Adapting the model to on-line delivery required incorporation of culture specific values, styles of learning and cognitive preferences, and tasks that were designed to go beyond surface level comprehension to achieve deep learning. The micro cultural level of the virtual community is considered in relation to participatory structures, task design, goal orientation and development of communicative processes that were intended to support the learning needs of a much wider group of Indigenous Australian students.

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Section: Features Of Instructional Design For Indigenous Learnersmentioning

confidence: 99%

Culturally responsive technology use: developing an on‐line community of learners

McLoughlin

1999

Brit J Educational Tech

142

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Section: Hypothesis Developmentmentioning

confidence: 99%

“…The resource-based theory posits that it is the valuable, rare, and hard to imitate resources that create competition between the organizations ( Barney, 1991 ). According to Grant (1996) , organizational resources are of three types, namely, intangible resources, human resources, and tangible resources, where tangible resources can both be sold or bought as an asset. Intangible resources are the non-physical resources, for instance, knowledge-based resources, while the resources that come under human resources are the relationships, skills, experiences, employees training skills, etc.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

The Impact of Big Data Management Capabilities on the Performance of Manufacturing Firms in Asian Economy During COVID-19: The Mediating Role of Organizational Agility and Moderating Role of Information Technology Capability

Zhang

2022

Front. Psychol.

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The main purpose of this study is to examine the impact of the big data management capabilities on the performance of manufacturing firms in the Asian Economy during coronavirus disease 2019 (COVID-19). In addition to this, this study is also planned to examine the mediating role of organizational agility in the relationship between the big data management capabilities and the performance of Chinese manufacturing firms during COVID-19. Last, this study has examined the moderating role of information technology capability in the relationship between the big data management capabilities and performance of Chinese manufacturing firms during COVID-19. This study adopted the quantitative method of research with a cross-sectional technique. This study employed a questionnaire to gather the data as a research instrument. This study has used the purposive sampling method by keeping in mind the context of this study. Employees of the Chinese SMEs that were at least 10 years old were the population of this study. The research model was being analyzed by employing the “partial least squares” technique through statistical software the Smart PLS version 3. The results are in line with the proposed hypothesis. This study contributed to the literature by suggesting characteristics that promote or prevent the organization from successfully implementing big data and pointed out that showing resistance in information management system implementation may have different effects on the organization. Besides, the study also discussed the relationship between such information systems and the organization. Findings of these two factors provide insights for the practitioners and researchers in assessing the success or failure of organizations for using big data.

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“…During recent years much has been written on the cultural differences between Indigenous people and the non-Aboriginal majority in Australia (Harris 1990;Whatman, 1995;Grant, 1996;Hobson, 1997;Harvey & McGinty, 1998;Partington, 1998). Salient issues that must be addressed in program planning include the need to recognise the unique identity, language, social, political and economic needs of Indigenous learners in ways that af rm their culture while simultaneously promoting their ability to work within the dominant society.…”

Section: Provision Of Multiple Perspectives and Learning Zonesmentioning

confidence: 99%

Cultural Maintenance, Ownership, and Multiple Perspectives: features of Web-based delivery to promote equity

McLoughlin¹

2000

Journal of Educational Media

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Designing educational resources for disadvantaged groups living in rural and remote communities presents a number of challenges. In this paper, the design processes involved in the development of an online unit for Indigenous Australian learners preparing to enter university are outlined. Several design issues that impact on the creation of learning tasks and styles of communication to promote equity and access are described including ownership of learning, cultural inclusivity and community based learning. The paper argues for cultural maintenance, which means incorporating the values, styles of learning and cognitive preferences of the client group in decision making. It also means going beyond surface-level design considerations to achieving ownership of learning and the creation of multiple perspectives that anchor learners both to their local community and to other global networks. Examples of tasks, activities and forms of community-based learning are provided in the context of a multiple-cultural model of learning that recognises inclusivity and different orientations to learning. It is recommended that when creating WWW-based course sites to achieve equity and access, systematic attention must be given to particular design issues that recognise diversity, utilise an appropriate instructional design approach and involve community input in the design process.

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Development of a model using information technology for support of rural Aboriginal students off-campus learning

Abstract: <span>.</span>

Cited by 4 publications

References 1 publication

Culturally responsive technology use: developing an on‐line community of learners

Culturally responsive technology use: developing an on‐line community of learners

The Impact of Big Data Management Capabilities on the Performance of Manufacturing Firms in Asian Economy During COVID-19: The Mediating Role of Organizational Agility and Moderating Role of Information Technology Capability

Cultural Maintenance, Ownership, and Multiple Perspectives: features of Web-based delivery to promote equity

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