The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students
The global COVID 19 pandemic highlighted that the delivery of online education inadvertently disadvantaged Indigenous Australian university students. This situation was particularly critical for Indigenous students from rural and remote locations. Australian universities increased the use of digital...
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ftaiselibrary:oai:aisel.aisnet.org:confirm2022-1021 2023-07-23T04:19:17+02:00 The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students Wilson III, Arthur M. Downing, Mandy Buckley, Amma Owen, Julie Jackson, Max 2022-10-01T07:00:00Z application/pdf https://aisel.aisnet.org/confirm2022/22 https://aisel.aisnet.org/context/confirm2022/article/1021/viewcontent/24.pdf unknown AIS Electronic Library (AISeL) https://aisel.aisnet.org/confirm2022/22 https://aisel.aisnet.org/context/confirm2022/article/1021/viewcontent/24.pdf CONF-IRM 2022 Proceedings Aboriginal and Torres Strait Islanders Indigenous students online university education digital divide transformation COVID-19 Management Information Systems text 2022 ftaiselibrary 2023-07-03T22:41:36Z The global COVID 19 pandemic highlighted that the delivery of online education inadvertently disadvantaged Indigenous Australian university students. This situation was particularly critical for Indigenous students from rural and remote locations. Australian universities increased the use of digital technologies to engage, support and teach due to students’ inability to access campuses. This presented universities with challenges in supporting Indigenous students living in and returning to non-urban settings. Often not recognised is the need for better strategies and plans for Indigenous students returning to their rural or remote community to continue their studies due to COVID. These communities often lack suitable infrastructure that would allow access to pedagogical and learning support opportunities. This paper explores how the business decision made by Australian universities to increase reliance on teaching online during COVID impacted the education of Indigenous students. This paper will then canvas ways this ongoing dilemma can be addressed by considering risks, measuring and monitoring performance to guide transformation, including universities’ more inclusive and respectful use of digital technologies involving First Nations people and cultures Text First Nations Association for Information Systems Research: AIS Electronic Library (AISeL) |
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Association for Information Systems Research: AIS Electronic Library (AISeL) |
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ftaiselibrary |
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Aboriginal and Torres Strait Islanders Indigenous students online university education digital divide transformation COVID-19 Management Information Systems |
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Aboriginal and Torres Strait Islanders Indigenous students online university education digital divide transformation COVID-19 Management Information Systems Wilson III, Arthur M. Downing, Mandy Buckley, Amma Owen, Julie Jackson, Max The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students |
topic_facet |
Aboriginal and Torres Strait Islanders Indigenous students online university education digital divide transformation COVID-19 Management Information Systems |
description |
The global COVID 19 pandemic highlighted that the delivery of online education inadvertently disadvantaged Indigenous Australian university students. This situation was particularly critical for Indigenous students from rural and remote locations. Australian universities increased the use of digital technologies to engage, support and teach due to students’ inability to access campuses. This presented universities with challenges in supporting Indigenous students living in and returning to non-urban settings. Often not recognised is the need for better strategies and plans for Indigenous students returning to their rural or remote community to continue their studies due to COVID. These communities often lack suitable infrastructure that would allow access to pedagogical and learning support opportunities. This paper explores how the business decision made by Australian universities to increase reliance on teaching online during COVID impacted the education of Indigenous students. This paper will then canvas ways this ongoing dilemma can be addressed by considering risks, measuring and monitoring performance to guide transformation, including universities’ more inclusive and respectful use of digital technologies involving First Nations people and cultures |
format |
Text |
author |
Wilson III, Arthur M. Downing, Mandy Buckley, Amma Owen, Julie Jackson, Max |
author_facet |
Wilson III, Arthur M. Downing, Mandy Buckley, Amma Owen, Julie Jackson, Max |
author_sort |
Wilson III, Arthur M. |
title |
The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students |
title_short |
The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students |
title_full |
The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students |
title_fullStr |
The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students |
title_full_unstemmed |
The Indigenous digital divide: COVID-19 and its impacts on educational delivery to First Nation university students |
title_sort |
indigenous digital divide: covid-19 and its impacts on educational delivery to first nation university students |
publisher |
AIS Electronic Library (AISeL) |
publishDate |
2022 |
url |
https://aisel.aisnet.org/confirm2022/22 https://aisel.aisnet.org/context/confirm2022/article/1021/viewcontent/24.pdf |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
CONF-IRM 2022 Proceedings |
op_relation |
https://aisel.aisnet.org/confirm2022/22 https://aisel.aisnet.org/context/confirm2022/article/1021/viewcontent/24.pdf |
_version_ |
1772182221670580224 |