- Title
- Cultural pedagogy online: exploring the experiences, challenges and benefits of online learning within Aboriginal contexts for undergraduates
- Creator
- Tillman, Gail
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2020
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- This research centres on learning for professional practice with a diverse student cohort enrolled in online courses at the Wollotuka Institute (Wollotuka) at the University of Newcastle. Most students who learn within Wollotuka are non-Indigenous, studying through Wollotuka as part of undergraduate degrees leading to careers in professions such as teaching, allied health and social work. While online learning is becoming increasingly widespread, there has been little research on the educational potential of cultural pedagogy online. This research examines: (i) the experiences of students and teachers of online learning within Aboriginal contexts, (ii) the benefits and challenges of students learning this material online (iii) how Aboriginal and non-Aboriginal students reflect on their increasing knowledge and confidence in Aboriginal cultural contexts? The research responds to these questions by engaging with online cultural learning and teaching experiences of students and teaching staff at Wollotuka. Students in three first-year online courses responded to surveys and shared reflective journal assessment tasks. Data collected provided rich insights into students’ experiences of engaging in learning online. Teaching staff engaging in Yarning sessions shared experiences of their cultural pedagogy through that process. The thesis finds Wollotuka Institute’s online cultural educators played a significant role in students experiencing a rich and diverse learning journey through transformative learning experiences. This comprised the sharing of vital Indigenous knowledges within a learning narrative deeply connected to epistemologies of place. Wollotuka’s educators were able to share their unique style of cultural pedagogy and their lived experiences with students. However, learning motivation and course engagement was needed to establish and maintain course success and rich learning experiences. These required students to overcome initial online learning challenges to achieve positive online learning experiences. The findings have significance for the higher education sector nationally, in particular, for initiatives aimed at re-envisioning of online learning design into a contextual practice, one that positions Indigenous culture at the forefront of online teaching and learning.
- Subject
- online; cultural pedagogy; Indigenous education; cultural Learning
- Identifier
- http://hdl.handle.net/1959.13/1431311
- Identifier
- uon:38943
- Rights
- Copyright 2020 Gail Tillman
- Language
- eng
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 15 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 364 KB | Adobe Acrobat PDF | View Details Download |