Online Learning Perspectives of Native American Students

Hunt, Brittany; Oyarzun, Beth

doi:10.1177/0047239519867921

Cited by 14 publications

(14 citation statements)

References 7 publications

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“…Para siswa vokasi mengalami kejenuhan dalam melakukan kegiatan belajar, cenderung tidak termotivasi, dan tidak tertarik dibandingkan dengan belajar seperti biasa, selain itu juga pembelajaran online mengalami keterbatasan khususnya dalam hal praktik (Mulyanti et al, 2020). Hasil penelitian juga menunjukkan bahwa siswa menginginkan lingkungan belajar, kurikulum yang mendukung, interaksi dengan teman dan guru, serta pembelajaran berbasis proyek (Hunt & Oyarzun, 2020).…”

Section: Pendahuluanunclassified

Meta-Analisis Model Pembelajaran Vokasi dalam Kondisi Covid-19

Nugraha

Poniman

Kencanasari

et al. 2020

J. Din. Vok. Tek. Mesin

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In the current Covid-19 transition period, an effective vocational learning model innovation is needed. The number of vocational learning models during this pandemic needs further study for a successful implementation. This study empirically verifies the vocational learning model during the Covid-19 pandemic and analyzes the factors that hinder vocational learning in the Covid-19 era. Systematic literature review and Meta-Analysis (PRISMA) were used as methods for conducting this research. The reviewed articles were 30 most recent articles from 2019 to 2020. All articles were classified based on author, year published, type of journal or conference, method, vocational learning model, and findings. The study reveals that the search results prove an increase in the number of articles published from 2019-2020. The results showed that e-learning is the most widely used learning model in vocational education. E-learning developed for vocational education must be able to measure competency outcomes through an e-portfolio, virtual-based, and easy to use. The obstacles that can be identified are the difficulty of teachers and students to adapt to changes in vocational learning from conventional to online learning during the COVID-19 transition; lack of working skills for vocational education students that are unobtainable during online learning; infrastructure problems; and uneven distribution of networks, especially in remote areas that have difficulty accessing the internet. Di masa transisi Covid-19 saat ini, dibutuhkan inovasi model pembelajaran vokasi yang efektif digunakan. Banyaknya model pembelajaran vokasi di masa pandemi ini perlu dikaji lebih lanjut yang tepat untuk diimplementasikan. Penelitian ini bertujuan untuk memverifikasi secara empiris model pembelajaran vokasi di masa pandemi covid 19 serta menganalisis faktor yang menghambat pembelajaran vokasi di era Covid-19. Systematic literarature review dan Meta-Analisis (PRISMA) digunakan sebagai metode untuk melakukan penelitian ini. Artikel yang ditinjau sebanyak 30 artikel terbaru dari tahun 2019 hingga 2020. Semua artikel diklasifikasikan berdasarkan penulis, tahun terbit, jenis jurnal atau konferensi, metode, model pembelajaran vokasi, dan temuan. Hasil studi disampaikan sebagai berikut. (1) Hasil penelusuran membuktikan adanya peningkatan jumlah artikel yang diterbitkan dari tahun 2019-2020. (2) Hasil penelitian menunjukan bahwa model pembelajaran e-learning merupakan pembelajaran yang paling banyak digunakan pada pendidikan vokasi. (3) E-learning yang dikembangkan untuk pendidikan vokasi harus bisa mengukur hasil kompetensi melalui e-portofolio, berbasis virtual dan mudah digunakan. (4) Hambatan yang dapat diidentifikasi adalah: (a) kesulitan adaptasi pengajar dan siswa dalam perubahan pembelajaran vokasi pada masa transisi covid-19 dari konvensional ke online, (b) kurangnya keterampilan bekerja para siswa pendidikan vokasi yang tidak didapatkan selama pembelajaran online, (c) masalah infrastruktur dan pemerataan jaringan yang belum merata terutama di daerah terpencil yang kesulitan akses internet.

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Section: Pendahuluanunclassified

Meta-Analisis Model Pembelajaran Vokasi dalam Kondisi Covid-19

Nugraha

Poniman

Kencanasari

et al. 2020

J. Din. Vok. Tek. Mesin

View full text Add to dashboard Cite

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“…Seeking to understand the perspective of Native American students about online learning, Hunt and Oyarzun (2020) conducted an ethnographic case study with two participants. Each participant was interviewed once and submitted three journal entries to the researchers.…”

Section: Indigeneity and Indigenization Of Educationmentioning

confidence: 99%

“…Study participants indicated a desire for coursework infused with Indigenous knowledge and a desire to inform their professors and peers of their Native identity. Both participants expressed there was a lack of Indigenous knowledge in any of their courses, onsite and online (Hunt & Oyarzun, 2020).…”

Section: Indigeneity and Indigenization Of Educationmentioning

confidence: 99%

“…Hunt and Oyarzun (2020) recommended teachers create curriculum content and activities that are relevant to the lived experiences of the students who take their courses. They pointed out Indigenous people have contributed in every field of human endeavor, including science and mathematics; therefore, there is ample source material to incorporate into the curriculum in most disciplines (Hunt & Oyarzun, 2020). The authors argue sustained cultural identification and acknowledgement, especially if it starts early on, can help educators create environments that are more inclusive, learner-centric, and culturally relevant.…”

Section: Indigeneity and Indigenization Of Educationmentioning

confidence: 99%

“…Wildcat et al (2014) elucidated, "If colonization is fundamentally about dispossessing Indigenous peoples from land, decolonization must involve forms of education that reconnect Indigenous peoples to land and the social relations, knowledges and languages that arise from the land" (p. 1). Although there is an Indigenous resurgence movement for which land-based decolonization is particularly relevant (Gaudry & Lorenz, 2018;Wildcat et al, 2014), there is a wider spectrum of scholars calling for a wider array of culturally relevant, responsive, and sustaining practices in online education (Hunt & Oyarzun, 2020;Ladson-Billings, 1995Mize & Glover, 2021;Vogel, 2020) to promote critical consciousness and decolonize education. It is not far-fetched to expect that good online practices should by extension serve as good HyFlex practices generally.…”

Section: Decolonizing Education Through Critical Consciousnessmentioning

confidence: 99%

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Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

Reyes¹

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Using agency as a theoretical lens, this phenomenological study aimed to unpack the experiences of minoritized students in HyFlex courses to determine whether HyFlex learning can be used as a model for equitable instructional practices in community colleges. Through interviews of 10 participants, this study examined the lived experiences of minoritized college students in HyFlex courses in the United States and offered recommendations for community college practitioners.The term minoritized in this study was defined by any combination of these criteria: (a) race/ethnicity, (b) gender, (c) native/first language, and (d) disability. Emergent themes in the study included Indigenous students, working mothers, and students with disabilities. Most participants identified flexibility as the most beneficial feature of HyFlex. For Indigenous students, HyFlex could be improved by adding a critical or decolonizing element to its foundation. For working mothers, universal design for learning and flexibility to choose how to participate in class were the two most beneficial features of HyFlex learning. HyFlex offers opportunities for students whose life experiences may be constrained by the specter of disability whether permanently or temporarily. Participants identified some challenges, such as unreliable or no internet, lack of culturally relevant and decolonizing pedagogies and perspectives, and untrained instructors.

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An exploratory study to understand faculty members’ perceptions and challenges in online teaching

Mulla,

Munir,

Mohan

2023

Int Rev Educ

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The government of the United Arab Emirates (UAE) considers technology to be one of the main pillars of its vision for moving towards a knowledge-based society. Due to several factors such as globalisation, demand for information technology infrastructure and COVID-19 lockdowns, e-learning has become a popular method of delivery across higher education institutions in the UAE. In a first step, the authors of this article conducted a systematic review of existing literature (49 items published between 1999 and 2020). They found that the existing literature on online learning predominantly focuses on student-specific challenges, while there is still a dearth of published work covering faculty members’ specific challenges in facilitating online learning in the UAE. The second part of this exploratory study drew on stakeholders’ reflections of several years of designing and delivering online courses, analysing faculty members’ perspectives on online teaching and learning in the UAE. The authors present their qualitative research, which involved open-ended semi-structured interviews with 15 faculty members, followed by a thematic analysis of their responses using NVivo 12 pro software. The most critical themes which emerged were learners’ expectations, culture, perception, pedagogy and technology. The article also reveals how these topics contribute to the various strategies for seamless adoption and delivery of online education in the UAE.

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Online Learning Perspectives of Native American Students

Cited by 14 publications

References 7 publications

Meta-Analisis Model Pembelajaran Vokasi dalam Kondisi Covid-19

Meta-Analisis Model Pembelajaran Vokasi dalam Kondisi Covid-19

Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

An exploratory study to understand faculty members’ perceptions and challenges in online teaching

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