The Remote Area Teacher Program (RATEP): Cultural contextualisation of distance education through interactive

Henderson, Lyn; Putt, Ian

doi:10.1080/0158791930140205

Cited by 9 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Related to this explanation, the results of this study support the views of researchers about teachers in remote schools, for example Henderson & Putt (1993), Pansiri (2011), Jorgensen et al (2010), in relation to understanding culture and language. Understanding of culture and language is very important for teachers who live in remote areas.…”

Section: Discussionsupporting

confidence: 87%

Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas

Ahmadi¹

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">The research explores the narrative inquiry of Indonesian teachers who are assigned to teach in remote areas. The research was conducted from 2019 until 2020. The teachers, in this case, are considered ethnographers because they try to recognize and enter remote island areas that have not been recognized. During this time, in the education context, narrative inquiry is more focused on teacher identity, teaching, curriculum, assessment, and counseling. In terms of narrative inquiry, the teacher as an ethnographer is very interesting to be studied, because it can provide ethnographic insight into the teacher’s perspective. The research used qualitative methods supported by ethnographic studies and involved 21 participants. Data analysis techniques used were the stages of identification, classification, reduction, and verification. The interview used was unstructured. The results show that the teacher as an ethnographer learned the local language in the early stage. The second stage is understanding the cultural situation of the local community. The third stage is the contribution of the teacher to the local community in the education context.</p>

show abstract

Section: Discussionsupporting

confidence: 87%

Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas

Ahmadi¹

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Researchers -- Burge and Howard (1990) who conducted a Canadian national survey of tertiary distance education students and Schmidt, Sullivan, and Hardy (1994) who taught algebra to migrant students via audioconferencing --found that the students perceived they were not adversely affected by the absence of visual cues in audioconferencing. Our research (Henderson & Putt, 1993;Putt & Henderson, 1997; also see Lang, 1993;York, 1997) supports this. Indeed, although it is often argued in the literature that Indigenous people's preference is for face-to-face teaching or its equivalent, videoconferencing, we maintain that audioconferencing is cognizant of Indigenous preferred ways of learning as well as those promoted in academic contexts.…”

Section: Audioconferencing In Ratepsupporting

confidence: 70%

“…The case study draws on relevant research (Lang, 1993;Macindoe & Henderson, 1991;Henderson & Putt, 1993;Putt & Henderson, 1997;York, 1997) involving 93 students who enrolled in undergraduate teacher education through RATEP at James Cook University between 1990 and 1997; there was no intake in 1991. (The figure, 93, includes two intakes of students who have not graduated and are, therefore, not part of the 83% graduation rate calculation,)…”

Section: Vygotsky 'S Theory Of Learningmentioning

confidence: 99%

View Entire Issue

Mappin¹

2009

CJLT / RCAT

View full text Add to dashboard Cite

The study identifies gaps in research using instructional technology with respect to the screen aspect of visual design. Theories of how learning takes place in a visual space are briefly reviewed. Several similarities and differences between views of designers of instruction and artists are identified. For illustrative purposes, an empirical study is summarized which suggests subjects who used a lesson created with good design principles require less study time, have a higher completion rate and achieve the same as those use a lesson created using poor design principles. Finally, a series of challenges to conducting research on visual and screen design are presented. Cette étude identifie les écarts en recherche sur la technologie éducative, en fonction de l'écran que constituent les esquisses. On recense brièvement les théories sur l'apprentissage spatio-visuel. On décrit plusieurs analogies et plusieurs différences entre les opinions des créateurs de programmes de formation et les opinions des artistes. Pour fins d'illustration, on résume une étude empirique selon laquelle les sujets utilisant une leçon créée à l'aide bons principes de présentation ont besoin de moins de temps d'étude et ont un taux de réussite supérieur à ce qu'on observe chez les sujets utilisant un matériel dont qui ne respecte pas les principes d'une bonne présentation. Enfin, l'article expose divers défis que présente toute recherche sur des éléments visuels.

show abstract

“…As part of the Commonwealth Government's access and equity policy in Australia, there has been increased funding to support greater Indigenous use of communications technologies and an emphasis on the development of information literacy skills. Much extant research within Australia has signalled that the needs of Indigenous Australian are unique, and that mainstream cultural material designed for Anglo Australians are not pedagogically appropriate (Harris, 1990;Henderson, 1993;Henderson & Putt, 1993;Yelland et al, 1997). For these reasons, initiatives for implementation of online delivery at tertiary level need to take into consideration the literature on cognitive styles and approaches to learning so that Web-based environments can be designed to meet the needs of Indigenous communities and marginalised learners.…”

Section: Context Of the Present Studymentioning

confidence: 99%

“…The most important aspect concerns the need for community ownership and control of the learning resources (McCarthy et al, 1991;Yelland et al, 1997). Many successful education and training programs have taken place in Indigenous communities in Australia by providing both cultural contextualisation and relevance while ensuring local participation (Henderson & Putt, 1993). In contemporary Australia, the notion of ownership has become complex and highly political.…”

Section: Ownership Of Learningmentioning

confidence: 99%

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

McLoughlin¹

2000

Journal of Educational Media

View full text Add to dashboard Cite

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.

show abstract

The Remote Area Teacher Program (RATEP): Cultural contextualisation of distance education through interactive

Cited by 9 publications

References 4 publications

Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas

Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas

View Entire Issue

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

Contact Info

Product

Resources

About