Distance Education Adoption for Literacy and Skills Training of Indigenous Adult Learners
Notice bibliographique
Résumé
This applied dissertation is designed to provide an understanding of opinion leaders’ views of their role in the adoption and diffusion of distance education for literacy and skills training of Indigenous adult learners. A top priority for Indigenous leaders is to achieve self-governance with each Indigenous member having access to culturally appropriate education. However, there has been inequity in funding from the government, resulting in Indigenous communities on reserves in Canada being denied the same quality of education offered to individuals living off-reserves. This has resulted in Indigenous members having a lower level of educational attainment in secondary and post-secondary completion compared to other Canadians. Indigenous peoples have lower literacy and numeracy scores than non-Indigenous people in Canada and a lower percent of its working age population are employed when compared to other Canadians. Distance education offers unique opportunities for Indigenous communities to bridge the gap that exists while receiving culturally appropriate education. Sioux-Hudson Literacy Council has been utilizing distance education through their Good Learning Anywhere program to bridge the attainment gap for Indigenous adult learners. This qualitative study explores opinion leaders’ perspectives of their role in the adoption and diffusion of distance education for adult literacy and skills training of Indigenous adult learners. A grounded theory approach was used. Data were collected with an interview protocol, observation protocol, and review of documents. Participants were selected through a purposeful sampling approach by first asking administrators and staff who have experienced the phenomenon over 5 years to participate in the study. Interviews were the main source of data collection. However, to achieve triangulation of information, data were also collected by observation and the review of documents. Opinion leaders viewed supporting the learner as their key role in the adoption and diffusion of distance education for adult literacy and skills training of Indigenous adult learners. Rogers (2003) noted a positive relationship between a leader’s ability to attain adoption and diffusion by clients and the level of the program’s compatibility with the needs of those clients. Themes emerged from the data collected to indicate eight steps utilized by opinion leaders to support the learner in the adoption and diffusion process: (1) know the learner, (2) assign an Online Mentor, (3) develop a learner plan, (4) build relationship and trust, (5) customize course content, (6) participate in online Sharing Circles, (7) build community partnerships, and (8) maintain contact with the learner after program exit.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».