Abstract
This article reports preliminary findings of a research project that used participatory action research (PAR) methodology. The PAR methodology gives voice and ownership to prospective students and other stakeholders in the design of a culturally sensitive library science program and its related online courses in the English-speaking Eastern Caribbean. The paper emphasizes and explores the criticality of indigenizing/localizing research and addresses various considerations in engaging inclusive research and practice. Preliminary findings of this study indicate that the combination of PAR, the CoI framework, and “Third Space” sensitivity resulted in developing an enthusiastic researcher-practitioner community focused on integrating technology into an indigenous library science program.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Adams, G. (2014). Decolonizing methods: African studies and qualitative research. Journal of Social and Personal Relationships, 31(4), 467–474. https://doi.org/10.1177/0265407514521765.
Alavi, S., & Taghizadeh, M. (2013). Cognitive presence in virtual learning community: An EFL case. International Journal of E-Learning & Distance Education, 27(1), 1–13 Retrieved from http://www.jofde.ca/index.php/jde/article/view/818/1492.
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. The Journal of Asynchronous Networks, 5(2), 1–17.
Battiste, M. (Ed.). (2000). Reclaiming indigenous voice and vision. Vancouver: University of British Columbia Press.
Beaton, B., & Carpenter, P. (2011). Creating appropriate participatory action research with remote first nations. Antistasis, 5(2), 50–61.
Bereiter, C., & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H. J. So, & J. Yeo (Eds.), Knowledge creation in education (pp. 35–52). Singapore: Springer.
Bhabha, H. K. (1994). The location of culture. London: Routledge.
Billings, D. (2015). Culturally and linguistically responsive teaching: Part I. Journal of Continuing Education in Nursing, 46(2), 62–64. https://doi.org/10.3928/00220124-20150121-14.
Chen, B., & deNoyelles, A. (2017). Creating a community of inquiry in large-enrolment online courses: An exploratory study on the effect of protocols within online discussions. Online Learning, 21(1), 165–188.
Chilisa, B. (2012). Indigenous research methodologies. Los Angeles: Sage Kindle edition.
Chulach, T., & Gagnon, M. (2016). Working in a 'third space': A closer look at hybridity, identity and agency of nurse practitioners. Nursing Inquiry, 23(1), 52–63. https://doi.org/10.1111/nin.12105.
deNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. MERLOT Journal of Online Learning and Teaching, 10(1), 153–165.
Foreman-Peck, L., & Travers, K. (2015). Developing expertise in managing dialogue in the 'third space': Lessons from a participatory evaluation. Evaluation, 21(3), 344–358. https://doi.org/10.1177/1356389015592492.
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61–72.
Garrison, D. R. (2012). Article review –social presence within the community of inquiry framework. The International Review of Research in Open and Distance Learning, 13(1) Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1184/2099.
Garrison, D. R. (2016). Thinking collaboratively: Learning in a community of inquiry. New York: Routledge.
Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66–71. https://doi.org/10.1016/j.iheduc.2014.10.001.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1–2), 31–36. https://doi.org/10.1016/j.iheduc.2009.10.00.
George, G., & Lewis, T. (2011). Exploring the global/local boundary in education in developing countries: The case of the Caribbean. Compare: A Journal of Comparative and International Education, 41(6), 721–734. https://doi.org/10.1080/03057925.2011.579712.
Gutiérrez-Santiuste, E., Rodríguez-Sabiot, C., & Gallego-Arrufat, M. (2015). Cognitive presence through social and teaching presence in communities of inquiry: A correlational-predictive study. Australasian Journal of Educational Technology, 31(3), 349–362.
Kennedy, N. S., & Kennedy, D. (2010). Between chaos and entropy: Community of inquiry from a systems perspective. Complicity: An International Journal of Complexity and Education, 7(2), 1–15.
Lauzon, A. C. (2000). Distance education and diversity: Are they compatible? American Journal of Distance Education, 14(2), 61–70. https://doi.org/10.1080/08923640009527055.
Ma, J., Han, X., Yang, J., & Cheng, J. (2014). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. Internet and Higher Education, 24, 26–34. https://doi.org/10.1016/j.iheduc.2014.09.005.
McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of the indigenous online learning at tertiary level. Australian Journal of Educational Technology, 16(1), 58–72.
Ntseane, P. G. (2011). Culturally sensitive transformational learning: Incorporating the Afrocentric paradigm and African feminism. Adult Education Quarterly, 61(4), 307–323. https://doi.org/10.1177/0741713610389781.
O’Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29, 791–820.
Sharp, A. M. (1987). What is a community of inquiry? Journal of Moral Education, 16(1), 37–45. https://doi.org/10.1080/0305724870160104.
Simonds, V. W., & Christopher, S. C. (2013). Adapting western research methods to indigenous ways of learning. American Journal of Public Health, 103(12), 2185–2192. https://doi.org/10.2105/AJPH.2012.301157.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Nelson, D., Parchoma, G. Indigenizing Curriculum Development and Online Course Design: a Caribbean Study. TechTrends 62, 375–382 (2018). https://doi.org/10.1007/s11528-018-0272-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-018-0272-y