A Blended Approach to Canadian First Nations Education

Autor/inn/en	Sacher, Martin; Sacher, Mavis; Vaughan, Norman
Titel	A Blended Approach to Canadian First Nations Education
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-989-8704-08-5
Schlagwörter	Blended Learning; Educational Technology; Canada Natives; Online Surveys; Interviews; Teaching Methods; Learner Engagement; Success; Technology Uses in Education; American Indian Education; Synchronous Communication; Access to Computers; Technological Literacy; Student Characteristics; College Students; Teacher Student Relationship; Peer Relationship; Active Learning; Foreign Countries; Mentors; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Erfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Aktives Lernen; Ausland
Abstract	The purpose of this research study was to investigate if and how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program (2012) through the lens of the "Seven Principles of Effective Teaching" (Chickering & Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of local learning centers and mentors with online teachers, who provide synchronous tutorials through the use of a web-based learning management system and conferencing tool, was the key to academic success. [For full proceedings, see ED557189.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01