Online learning is an integral component of higher education delivery at Charles Darwin University, a regional university located in the Northern Territory, Australia. This paper draws on data obtained through the conversational method of ‘yarning’ (Bessarab & Ng'andu, 2010) with five Indigenous teacher education students about their experiences in online learning at CDU. Analysis of the data revealed their experiences were impacted by issues related to access and mode of study and the advantages of online learning were offset by a sense of isolation when studying fully online. This paper draws from data obtained from a broader Educational Design Research study that explored the experiences of Indigenous higher education students across a range of disciplines and the implications of these experiences for the design of online learning environments.
AuthorReedy, A.Gulwa, H.W.Date2016Publication CollectionNorthern Institute - Learning Communities: International Journal of Learning in Social ContextsVolume20/ 2016Page Number40-51CopyrightThis work is licensed under CC BY-SASuggested CitationReedy, A., & Gulwa, H.W. (2016). Online learning and teacher education: The experiences of Indigenous teacher education students . Learning Communities: International Journal of Learning in Social Contexts [Special Issue: New Connections in Education Research], 20, 40-51. DOI: http://doi.org/10.18793/LCJ2016.20.04.ISSNISSN 1329-1440 (online)ISSN 2202-7904 (print)PublisherFaculty of Law, Education, Business and Arts CHARLES DARWIN UNIVERSITYPlace of PublicationDarwin
Gulwa, H.W., Online learning and teacher education: The experiences of Indigenous teacher education students (2016). Charles Darwin University, accessed 30/11/2023, https://digitalcollections.cdu.edu.au/nodes/view/4820