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An Online Learning Prep Course

An Online Learning Prep Course. f or Indigenous Students in Northern Minnesota. Facts about Distance Education. Nearly 90% of tribal colleges have computers and Internet access. 72 % offer online courses or degrees (27 out of 37).

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An Online Learning Prep Course

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  1. An Online Learning Prep Course for Indigenous Students in Northern Minnesota

  2. Facts about Distance Education • Nearly 90% of tribal colleges have computers and Internet access. • 72% offer online courses or degrees (27 out of 37). • As early as 1998, distance learning curricula were being developed. • According to the U.S. Department of Education National Center for Education Statistics (2011), American Indian and Alaska Native students take more distance education courses than any other group.

  3. Lack of experience with computers, especially for learning. • Unfamiliarity with any learning management system. • Lack of a technological culture at the school. • Culture of support for using the LMS.

  4. An Online Learning Prep Course • Respect • Humility • Honesty • Truth • Wisdom • Courage • Love

  5. Objectives for LMS Use • Standardized grading • Attendance problems • Student use of syllabi • Exposure to online learning

  6. Connecting the LMS to the Values

  7. Results of the Project • Questionnaire • Survey • Focus Group

  8. Questionnaire

  9. Questionnaire 37%

  10. Survey

  11. Student Comments • “You realize how much you don’t know.” • “It was long but it was worth it. It really helped me.” • “Looking back you realize how little you understood and how much there was to learn.” • “I didn’t even know how to log in before. I can use the portal now.” • “Have it required during orientation in the Fall. All students should take it, not just new students and the ones on probation. Being on probation doesn’t always have to do with not being able to use the portal.” • “It really helps you learn how to use all the links and how to do stuff.”

  12. About the Inclusion of the 7 Values “It gave me something to think about. It helped me think a little differently about the portal and made it a little easier.”

  13. The Seven Values • Humility • Truth • Courage • Honesty • Respect • Love • Wisdom

  14. Into the Future • Existing students • New students • Instructors • Mentor programs • Students • Instructors

  15. References Al-Asfour, A. & Bryan, C. (2011). Perceptions of Lakota Native American Students Taking Online Business Course at Oglala Lakota College (OLC). American Journal of Business Education 4(10), 43-50. American Indian Higher Education Consortium (AIHEC). (2012). Sharing Our Stories: Strengthening our nations through tribal education. Washington, D.C.: Author. Retrieved from http://aihec.org/ resources/documents/AIHEC-AIMSreport_May2012.pdf American Indian Higher Education Consortium (AIHEC) & Systemic Research, Inc. (SR). (2009). American Indian Measures for Success (AIMS) Factbook 2007: Tribal Colleges and Universities Report. Washington, D.C.: Author. Retrieved from http://www.aihec.org/esources/documents/1_AIHEC_AIMS_2007FactBook _Intro.pdf Brescia, W. & Daily, T. (2007). Economic development and technology-skill needs on American Indian reservations. The American Indian Quarterly, 31(1), 23-43. Chaloux, B. (2004). Increasing Adult Access to E-Learning: Five Strategies for Overcoming Policy Barriers. In J. C. Moore (Ed.), Elements of Quality Online Education: Vol. 5 Into the mainstream: Wisdom from the Sloan Consortium (197-205). Needham, MA: Sloan Consortium. Davis, C. A. (2000). Perceptions of North Dakota spiritual leaders on incorporation of cultural information into courses transmitted over tribal college distance learning networks. (Doctoral Dissertation). Retrieved from http://search.proquest.com.ez proxylocal.library.nova.edu/pqdtft/docview/304654530/135E07B854C397FAD5/1?accountid=6579 Doshier, S. B. (2003). An evaluation of a reservation-based baccalaureate nursing program. (Doctoral Dissertation). Retrieved from http://search.proquest.com. ezproxylocal.library.nova.edu/pqdtft/docview/305265653/135E07CCC5A51F796EE/1?accountid=6579

  16. References Cont… Guillory, R. M. & Wolverton, M. (2008). It’s about family: Native American student persistence in higher education. Journal of Higher Education, 79(1), 58-87. Harrington, C. F. & Harrington, B. G. (2012). Fighting a Different battle: Challenges Facing American Indians in Higher Education. Journal of Indigenous Research, 1(1) Special Issue, article 4. Retrieved from http://digitalcommons.usu.edu/ HCM Strategists. (2010). Beating the Odds:What It Means and Why It’s Important. Washington, DC: HCM Strategists, LLC. Retrieved from http://www.hcmstrategists .com /content/Beating_the_Odds.pdf Institute for Higher Education Policy (IHEP), American Indian Higher Education Consortium (AIHEC), & American Indian College Fund (AICF). (2007). The Path of Many Journeys: The Benefits of Higher Education for Native People and Communities. Washington, D.C.: Author. Pontes, M. C. F. & Pontes, N. M. H. (2012). Enrollment in Distance Education Classes is Associated with Fewer Enrollment Gaps Among Nontraditional Undergraduate Students in the U.S. Journal of Asynchronous Learning Networks, 16(1), 79-89. Retrieved from http://sloanconsortium.org/publications/jaln_main Sanchez, J., Stuckey, M. E., & Morris, R. (1998). Distance learning in indian country: Becoming the spider on the web. Journal of American Indian Education, 37(3), 1-17. Retrieved from http://jaie.asu.edu/v37/V37S3dis.htm Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S. & Covarrubias, R. (2012). Unseen Disadvantage: How American Universities’ Focus on Independence Undermines the Academic Performance of First-Generation College Students. Journal of Personality and Social Psychology, 4(48), 1-20. U.S. Department of Education, National Center for Education Statistics. (2011).The Condition of Education 2011(NCES 2011-033), Table A- 43-1. Retrieved from http://nces.ed.gov/ fastfacts /display.asp?id=80

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