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首页> 外文期刊>Journal of Community Informatics >Equity, pedagogy and inclusion. Harnessing digital technologies to support higher education access and success
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Equity, pedagogy and inclusion. Harnessing digital technologies to support higher education access and success

机译：公平，教学法和包容性。利用数字技术来支持高等教育的获得和成功

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Australia is striving to reach a 20 per cent across-the-board higher education target participation rate for students from low socio-economic backgrounds by 2020. This paper focuses on enabling higher education access for students who might otherwise be excluded by complex socio-economic circumstances. Digital learning and communication tools provide a vital pathway to higher education and a means of re-engineering pedagogies to better meet students’ learning needs, especially when students cannot access regular on campus face-to-face teaching. On-line learning enables both access to higher education and effective ways of engaging students with learning, especially those who are isolated by location or by circumstances associated with work and family commitments. This paper focuses on broad-brush factors students say supported their study success while undertaking an externally delivered, on-line teaching degree. It reports on students’ decision to study and their subsequent on-line study experiences, progression and outcomes. Analyses of students’ perceptions indicated the value of on-line pedagogy supported by ‘face-to-face’ interaction (albeit at a distance) with academics. While students wanted to study externally and on-line and in their ‘own time’ and at their own ‘pace’, all valued a personal, on-going relationship with their lecturer, teacher or other university-based mentor. Overwhelmingly, students , found the on-line learning relatively straightforward to navigate, practical and rewarding, but all wanted conversations with a “real person” although this could be on the phone, in a video conference/Skype situation or as part of a remote site ‘tutorial’ or consultation.
机译：澳大利亚正在努力到2020年使社会经济背景较低的学生的全面高等教育目标参与率达到20％。本文着重于使那些可能被复杂的社会经济背景所排斥的学生获得高等教育情况。数字学习和交流工具提供了通往高等教育的重要途径，并提供了一种重新设计教学法的方法，以更好地满足学生的学习需求，尤其是当学生无法定期参加校园面对面的教学时。在线学习既可以接受高等教育，又可以有效地使学生参与学习，尤其是那些因地理位置或与工作和家庭承诺有关的环境而孤立的学生。本文着重于学生所说的广泛因素，这些因素表示他们在接受外部授课的在线教学学位时支持他们的学习成功。它报告学生的学习决定以及他们随后的在线学习经历，进展和结果。对学生认知的分析表明，在线教学法的价值在于与学者进行“面对面”互动（尽管距离很远）。尽管学生们想在自己的“自己的时间”和自己的“步调”中进行外部和在线学习，但所有人都非常重视与他们的讲师，老师或其他大学导师的私人关系。绝大多数情况下，学生发现在线学习相对容易导航，实用且有意义，但所有人都希望与“真实的人”进行对话，尽管可以通过电话，视频会议/ Skype情况或作为远程操作的一部分来进行网站“教程”或咨询。

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