https://dt.athabascau.ca:443/jspui The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. Wed, 15 Apr 2026 20:41:28 GMT 2026-04-15T20:41:28Z http://hdl.handle.net/10791/510 Title: HOOPS AND HURDLES: EXPLORING BARRIERS TO MENTAL HEALTHCARE FOR INDIGENOUS PEOPLES IN THE PEACE REGION Authors: Mah, Mikayla Reanne Supervisor(s): Dr. Emily Doyle (Athabasca University) Dr. Kristin Petrovic (Athabasca University) Examining Committee: Dr. Jessica Kaiser (Athabasca University) Degree: Master of Counselling Department: Faculty of Health Disciplines Abstract: Securing mental healthcare services in Canada may be a challenging task for Indigenous Peoples who access publicly funded services in rural communities. Whether mental healthcare is culturally appropriate, accessible, and inclusive is determined by the healthcare institution, and the frontline workers who provide services. This research project sought to explore frontline mental healthcare practices delivered by Northern Health mental healthcare professionals, in the Peace Region, British Columbia (BC). This project clarified how institutions such as Northern Health, organize, direct, and dictate the work of frontline professionals relating to decolonizing and culturally safe work practices. The project provided insight for organizations and mental health professionals how service provision may improve for Indigenous Peoples and communities in the Peace Region. The findings of this study advocate for enhanced Indigenous community collaboration, clarifying decolonizing practice guidelines, and creating opportunities to advance ongoing cultural competency. Graduation Date: 2026-06 Tue, 14 Apr 2026 06:00:00 GMT http://hdl.handle.net/10791/510 2026-04-14T06:00:00Z http://hdl.handle.net/10791/509 Title: STUDENT PERCEPTIONS OF INSTRUCTOR PRESENCE WITH VIRTUAL EYE CONTACT IN ASYNCHRONOUS VIDEO Authors: Marie, Stacey Supervisor(s): Dr. Martha Cleveland-Innes (Athabasca University) Examining Committee: Dr. Levina Yuen (Athabasca University); Dr. Robert Power (Athabasca University); Dr. Avgoustos Tsinakos (International Hellenic University in Greece) Degree: Doctor of Education (EdD) in Distance Education Department: Centre for Distance Education Abstract: The asynchronous teaching and learning process differs from a traditional face-to-face course in that instructors and students are not in the same place and are not in the learning environment at the same time. One common strategy to teach, engage, and communicate online as part of that learning environment is the use of pre-recorded videos. Short, edited videos are used to share content from the instructor to the student. However, students may still feel disconnected from their instructor and miss classroom interaction. Increasing meaningful instructor presence in instructor created video as a method of combatting student disconnect is the focus of this study. The purpose of this exploratory study is to examine student perceptions about the presence of their asynchronous online instructor, specifically through the use of video. The following questions will form the basis of this study: 1. How do students perceive the instructor’s presence by means of the use of video in the asynchronous environment? 2. What impact, if any, does virtual eye contact have on student perception of instructor presence? Identifying student perspectives can allow for a better alignment of instructor presence and student needs to make the teaching and learning process more efficient and effective. The study was a mixed methods study. A questionnaire was given to undergraduate students whose professors have used video with the instructor present in their asynchronous courses. The questionnaire included both objective, closed-ended questions which can be analyzed quantitatively, as well as open-ended questions which needed to be analyzed qualitatively. Graduation Date: 2026-06 Mon, 13 Apr 2026 06:00:00 GMT http://hdl.handle.net/10791/509 2026-04-13T06:00:00Z http://hdl.handle.net/10791/508 Title: TEACHERS AS CHANGEMAKERS: ANALYZING OER FOR GRADES 5 TO 7 ENVIRONMENTAL EDUCATION IN BRITISH COLUMBIA Authors: Grady, Emily Lynn Supervisor(s): Dr. Constance Blomgren (Athabasca University) Dr Cynthia Blodgett-Griffin (Athabasca University) Examining Committee: Dr. Rob Power (Athabasca University) Degree: M.Ed.(DE) Department: Centre for Distance Education Abstract: This study examines the availability of Open Educational Resources (OER) for environmental education in Grades 5 to 7 in British Columbia (BC). As environmental challenges escalate, providing young learners with the knowledge to understand and promote involvement with global issues such as climate change is essential. OER provide accessible, adaptable, and high-quality materials that align with BC's curriculum and support UNESCO's Sustainable Development Goals. Despite their potential, the extent to which existing OER meet the needs of BC educators is not well understood. This research addresses that gap through a qualitative document analysis of OER repositories. The outcomes of this analysis comprise a curated list of existing OER that teachers can integrate into their curriculum and identification of gaps in OER for environmental education. Findings will be shared with educators, policymakers, and environmental organizations to encourage OER use and to contribute to broader discussions on OER adoption in K-12. Graduation Date: 2026-06 Wed, 08 Apr 2026 06:00:00 GMT http://hdl.handle.net/10791/508 2026-04-08T06:00:00Z http://hdl.handle.net/10791/507 Title: Reframing disability in the online writing centre Authors: Violini, Cara Supervisor(s): Dr. Constance Blomgren (Athabasca University) Examining Committee: Dr. Levina Yuen (Athabasca University); Dr. Marguerite Koole (University of Saskatchewan); Dr. Barbara Brown (University of Calgary) Degree: Doctor of Education (EdD) in Distance Education Department: Centre for Distance Education Abstract: A higher representation of students with disabilities choose to learn online because of accessibility, flexibility, the privacy to disclose disability or not, and the affordance to schedule around interruptions in health or challenges exacerbated by disability. However, inequities remain particularly for students with disabilities seeking writing support in the writing centre. This study addressed ableist attitudes in writing center instruction towards students with disabilities. One such attitude assumes that students eventually become independent writers, which may be unrealistic for students with lifelong disabilities or chronic illnesses and stigmatizes the need for ongoing support. Since disability is underrepresented in writing centre literature, it is time to hear from students with disabilities themselves. To address this issue, my research question asked in what ways can the participants’ use of restorying through generating images and photovoice help the parasupport model reframe pedagogical and practical approaches to disability in the writing centre? First, I created the parasupport framework as an inclusive alternative to dependence-based pedagogies. To substantiate this shift in pedagogy, I used two methodological approaches: the critical visual methodology of photovoice and the notion of restorying from the narrative inquiry methodology. Photovoice offered participants the opportunity to explore their experience visually to create meaning while restorying helped participants shift the narrative of their experience with disability in an academic context. These methodologies paired well with critical disability theory because of the shared focus on social justice for oppressed populations. Four post-secondary participants with disabilities joined the study to generate images that explored open- ended prompts on ableism, their self-perception as writers, the issue of dependency, and vi REFRAMING DISABILITY vii what they needed from a writing centre. These prompts allowed the participants to visually explore their experiences in response to socially constructed notions of disability in a writing centre context. Since academic contexts may also be sites of trauma, I used a trauma-informed approach to ensure a safe setting for participants. The implications of my research highlight the importance of integrating these perceptions of experience in writing centre pedagogy to ensure better-and more inclusive—practice. Graduation Date: 2026-06 Thu, 02 Apr 2026 06:00:00 GMT http://hdl.handle.net/10791/507 2026-04-02T06:00:00Z