Post-secondary distance education in a contemporary colonial context: Experiences of students in a rural First Nation in Canada
Jesse Simon, Elsipogtog First Nation ; Kevin Burton, Atlantic Canada First Nations Help Desk ; Emily Lockhart, Susan O'Donnell, University of New Brunswick
IRRODL Volume 15, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press
Post-secondary distance education gives students and their families living in remote and rural regions the option to stay in their communities while they study instead of moving closer to the universities in cities. Post-secondary distance education is an option in many rural and remote First Nation (Indigenous) communities in Canada; however there are many challenges to successful adoption in these communities. There are also many opportunities for post-secondary institutions to expand their abilities and capacity in developing and delivering appropriate content supporting these unique, self-governing environments in Canada. We explore the experiences of students from a rural First Nation in Canada with post-secondary distance education, focusing on how different delivery methods offer both opportunities and challenges for community-based students. The study is situated in the context of contemporary colonialism in Canada.
Simon, J., Burton, K., Lockhart, E. & O'Donnell, S. (2014). Post-secondary distance education in a contemporary colonial context: Experiences of students in a rural First Nation in Canada. The International Review of Research in Open and Distributed Learning, 15(1),. Athabasca University Press.
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Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program | Justice sociale ou statu quo ? L’apprentissage mixte dans un programme de formation d’enseignants dans l’Ouest canadien
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 3 (Aug 08, 2016)
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