Equalising educational opportunities for Aboriginal teachers via computer based courses

Background

Methodology

Questions on the Student Survey and three interview instruments were derived from:

1. statements of RATEP goals,
2. recommendations of the professional literature for designing computer based multimedia based distance education courses, and
3. issues raised by RATEP in action by its participants.

Findings

1. the presentation of course materials through the computer
2. the assessment of students and their workload
3. students view of their own involvement with RATEP
4. course resources such as study guides, readings, computer access
5. the role of tutors and tutorials, and
6. RATEP's overall effectiveness as a program

In order to get additional insights into students evaluation of RATEP on the Student Survey an interview instrument was designed for them.

Separate interview instruments for their tutors and lecturers were also designed, administered and evaluated, in order to help understand staff or professional acceptance of RATEP's purposes, content and methodology. In addition to the above mentioned six categories about which students were questioned, tutors at the remote sites and faculty lecturers at JCU and Cairns TAFE were asked to view their own roles, especially in relation to:

1. the advantage or disadvantage to their own professional development,
2. their understanding of the courseware and technology (software/hardware) system,
3. appropriate academic standards and workload in the design of the courses,
4. relating course goals and content to students' academic, cultural and English language backgrounds, and
5. philosophical and pedagogical assumptions about distance education computer based learning in general and RATEP in particular.

1. Student satisfaction from working through the computer based courses so that they looked forward to returning to them voluntarily during evenings and weekends.

2. The presentation of materials in an interesting way via the computer courseware which made good use of examples and illustrations.

3. Students being able to work in private so that their errors were not publicly threatening.

4. A focus on learning English as well as content knowledge so that students reading, writing and language skills improved.

5. The Authorware Professional programming system which kept students focused on the course content rather than on the programming system.

6. Courses were driven by good content knowledge which was maintained by its lecturers.

7. Student satisfaction with the way their on site tutors understood their learning problems and organised study groups and discussions on how to approach difficult assignments.

8. A tutor leadership role which focused on promoting student self concept; especially of women which let them show what they knew.

9. Lecturers belief in the RATEP goal that Aborigines and Torres Strait Islanders should be involved in developing, delivering and evaluating their courses so that they maintain their cultural relevancy. (This strong belief in collaboration was not always matched in practice because of the hurried process to get the first courses started).

10. A serious attempt by faculty lecturers and tutors to use students' personal and professional experiences in course problems being studied. This intuitive or deliberate leaning toward a constructivist view of the nature of learning tended to legitimise students' own culture.

1. Better articulation between the Cairns TAFE 2 year Associate Diploma (Community Teaching) and JCU 3 year Diploma of Teaching courses so that students can see better how they relate.

2. A better compromise between the. amount of time allowed for remote "abbreviated" courses and the inclusion of content comparable to on campus courses.

3. More clarity of the role of lecturers and tutors especially their orientation to the technology in developing courses. "Our first steps were hard but we did take them!"

4. More opportunity for lecturers and tutors at the remote sites to discuss course purposes, academic content, instructional strategies, assessment techniques and evaluate what worked and did not work so that courses might be revised.

5. Tutors helping their students to cope better with the everyday pressures they faced such as crowded accommodations, family obligations, financial needs and managing conflicting demands on their time. Several tutors suggested that they would like to have formal training in mediation or crisis intervention techniques to be able to help their students cope more effectively with their pressures.

Discussion

Remote delivery: Teaching with computer technology RATEP (Remote Area Teacher Education Program) was brought about by the Open Learning Project. It is responsible for preparing and delivering teacher education courses via interactive multimedia courseware to Aboriginal and Torres Strait Islander people on site in remote areas. Students can study to Associate Diploma of Education through Cairns TAFE and to Diploma level with courses from James Cook University. Courses are delivered on Apple Macintosh computers incorporating text, sound, graphics, animation and video, plus specially prepared support work books, videos, audio tapes. fax and telephone as required. The multimedia concept encourages interactive learning, at a pace controlled by the student. Through on site tutor support, and immediate feedback, courses can be modified and improved. The courses are competency based and in modules which provides for flexible entry and exit. RATEP is an affirmative action initiative providing access to teacher education programs in remote areas. It provides: delivery in the workplace with minimum disruption to production courseware designed with the employer/client to meet their training needs competency based, modular programs with flexible entry and exit accredited awards that articulate between school, TAFE and University

SA- Strongly agree	A- Agree	U- Uncertain	D- Disagree	SD- Strongly disagree	NA- Not applicable
1	2	3	4	5	0

		SA	A	U	D	SD	NA
Concerning the presentation of materials through the computer ...
1.	The computer courseware makes good use of examples and illustrations	1	2	3	4	5	0
2.	The computer courseware presents material in an interesting way	1	2	3	4	5	0
3.	The computer courseware stimulates me to follow up points that are raised	1	2	3	4	5	0
4.	The computer courseware links material to activities in the classroom	1	2	3	4	5	0
Concerning the assessment of students and workload, feedback given to students and their progress through RATEP course ...
5.	The lecturers give adequate feedback on written work	1	2	3	4	5	0
6.	Assignments tie in with the course objectives	1	2	3	4	5	0
7.	The workload is appropriate for a subject of this credit point value	1	2	3	4	5	0
8.	The lecturers set high standards	1	2	3	4	5	0
9.	I have enough opportunity to demonstrate what I have learned in this subject	1	2	3	4	5	0
Concerning students' view of their own involvement with RATEP ...
10.	I am learning to think critically	1	2	3	4	5	0
11.	I am receiving a good introduction to the field of teaching	1	2	3	4	5	0
12.	The computer courseware encourages me to participate in class activities with other students.	1	2	3	4	5	0
13.	I am learning to feel responsible for my own learning	1	2	3	4	5	0
14.	Interaction with other students is encouraged	1	2	3	4	5	0
Concerning resources for RATEP courses ...
15.	Study guides assist my learning	1	2	3	4	5	0
16.	Learning experiences outside the classroom (eg, field work, observations) are rewarding	1	2	3	4	5	0
17.	There is enough opportunity to use the computer	1	2	3	4	5	0
18.	The reading materials help me in my learning	1	2	3	4	5	0
Concerning role of tutors in RATEP courses ...
19.	The tutor helps me understand the computer material	1	2	3	4	5	0
20.	The tutor demonstrates how the work should be tackled	1	2	3	4	5	0
21.	The tutor encourages me to play an active part in the tutorial	1	2	3	4	5	0
22.	The tutor corrects errors without causing embarrassment	1	2	3	4	5	0
23.	All things considered, how would you rate RATEP's overall effectiveness as a program?

Very poor		Satisfactory			Outstanding
1	2	3	4	5	6	7

Author: Melvin Lang, Curriculum and Instruction, College of Education, University of Hawaii, Honolulu, Hawaii 96822 Please cite as: Lang, M. (1994). Equalising educational opportunities for Aboriginal teachers via computer based courses. In C. McBeath and R. Atkinson (Eds), Proceedings of the Second International Interactive Multimedia Symposium, 260-263. Perth, Western Australia, 23-28 January. Promaco Conventions. http://www.aset.org.au/confs/iims/1994/km/lang.html