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0066 SP: Learning Situations
Supporting Aboriginal learning: Exploring challenges faced by
Aboriginal students enrolled in post-secondary education
Authors
Jo Axe
Kyla McLeod
Theme
At the sharp end
Tags
blendedLearning, caseStudy,
learnerExperience,
studentRetention
Background
Taking a case study approach, this paper explores the experiences of
Aboriginal students at a university in Western Canada that specializes
in blended and online programs. When Aboriginal and non-Aboriginal
students are compared, Aboriginal students withdraw or take leave from
their program in greater proportions. Statistics Canada (2010), reported
that the percentage of Aboriginal people with a university degree in 2006
was 6%, much lower than non-Aboriginals at 23%. Given these facts, it is
imperative we explore ways to increase retention of Aboriginal students in
post-secondary education. In the context of this paper, the term Aboriginal
refers to the indigenous peoples of Canada, also known as First Nations,
Inuit and Métis.
Approach
Hardes (2006) and Hutchinson, Mushquash and Donaldson (2008)
discussed barriers to Aboriginal student success in post-secondary
education, including family responsibility and financing. The impact of
these challenges could be minimized by the use of blended and online
educational platforms that allow students greater flexibility and can
result in increased retention rates (Lorenzo and Moore, 2002). Because
individuals can study in their home communities, these types of delivery
models can reduce the financial impact and allow students to fulfil family
responsibilities. With this in mind, through interviews and focus groups,
ways to reduce the impact of student identified challenges were identified.
Results
While the study is still in the early stages, it is clear that careful
implementation of educational technology is imperative for student success.
Identifying obstacles to learning and challenge-mitigating strategies will
lead to an enhanced learning environment, which in turn could positively
influence Aboriginal student retention and contribute to a meaningful
experience for all classroom participants.
Conclusion
This paper discusses challenges found by Aboriginal students working in
a computer-mediated educational environment, and highlights some of
the solutions aimed at increasing retention. While the study focused on
challenges encountered by Aboriginal students, it is likely that the findings
will have wider implications. By providing a heightened awareness of issues
faced by Aboriginal students, as well as spotlighting some key solutions, this
study will underscore the importance of targeting appropriate technologies
when designing blended and online classrooms.
References
Hardes, Judy. Retention of Aboriginal Students in Post Secondary Education. Alberta Counsellor;
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