The perceptual gaps in using a learning management system: Indigenous cultural perspectives

ABSTRACT

Learning management systems (LMS) have been utilised for enhancing the quality of learning and teaching in higher education, yet the cultural needs of Indigenous students are rarely considered. The study reimagines culturally inclusive learning in an LMS by critically reviewing theories of culturally inclusive learning and Indigenous pedagogical values. It explores perceptual gaps between Indigenous cultural needs and the current use of an LMS through analysis of data collected from Indigenous students and academic staff via an online questionnaire (n = 100) and face-to-face interviews (n = 20) at one Australian university. As a result, it articulates and unpacks mythical perceptions of using an LMS. Consequently, there is clear evidence that Indigenous students expect to experience more human-to-human interactions and develop a sense of community through the use of available communication tools, whereas academic staff tend to rely on a binary opposition between pedagogy and culture in which culture is regarded as a subordinate concept to pedagogy.

KEYWORDS:

• Learning management system
• Aboriginal pedagogy
• Blackboard
• Culturally inclusive learning
• Indigenous education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Indigenous for the purpose of this paper refers to Australian Aboriginal and/or Torres Strait Islander people.

2. A yarning circle is a dialogue circle that can be formed in multiple ways, and the Queensland Curriculum and Assessment Authority (2018) proposed a possible format in the classroom: (a) Sit in a circle, (b) Introduce the group, (c) Introduce focus questions, (d) Share ideas and thoughts, and (e) Reflect.

Additional information

Funding

This study was funded by the National Centre for Student Equity in Higher Education, Australia, in 2015 [Grant number AKF2017120].

Notes on contributors

Neal Dreamson

Dr Neal Dreamson, is Senior Lecturer in the School of Teacher Education and Leadership, Queensland University of Technology. He holds two doctoral degrees in intercultural education and interactive user experience design. He has explored metaphysical, methodological, and pedagogical understandings of cultural diversity and inclusivity. He is the author of two books, 'Reinventing Intercultural Education' and 'Pedagogical Alliances between Indigenous and Non-Dualistic Cultures' (Routledge).

Gary Thomas

Professor Gary Thomas, is Dean, Indigenous Education & Engagement at the University of the Sunshine Coast. He is a Principal Fellow of the Higher Education Academy (UK). As the Dean, he is responsible for Aboriginal and Torres Strait Islander students, studies, research and community engagement across the university.

Anita Lee Hong

Professor Anita Lee Hong, is Director of the Oodgeroo Unit, Queensland University of Technology. She is a descendant of the Badjalla language group located throughout Queensland. She has provided leadership, expertise and advice in relation to Indigenous matters, and active academic support to staff and students, especially in relation to Indigenous research, health and human rights/social justice.

Soyoung Kim

Miss Soyoung Kim, is an experienced teacher in early childhood education and a researcher in culturally inclusive sustainable education. She is currently studying a PhD in the School of Early Childhood and Inclusive Education, Queensland University of Technology. Her current research is to investigate early childhood teachers’ beliefs and practice about education for sustainability in South Korea and Australia.