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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/219

Authors: Palahicky, Sophia
Supervisor(s): Dr. Dianne Conrad
Examining Committee: Dr. Lloyd Robertson (Internal)
Dr. Cynthia Blodgett-Griffin (Internal)
Dr. John Richards (External)
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Indigenous online high school
Aboriginal online high school
First Nation online high school
Case study of Indigenous online high school
Case study of Aboriginal online high school
Case study of First Nation online high school
Indigenous virtual school
Aboriginal virtual school
First Nation virtual school
E-learning in Indigenous community
E-learning in Aboriginal community
E-learning in First Nation community
Online learning in Indigenous community
Online learning in Aboriginal community
Online learning in First Nation community
Aboriginal high school
First Nation high school
Indigenous high school
Issue Date: 21-Feb-2017
Abstract: Education is often referred to as a key to success – a means of empowerment that is essential for economic, social, and political success. Hence, Aboriginal education is critical to Aboriginal Peoples’ efforts to control their lives and their communities. Current literature shows that in Canada, not all Aboriginal youth have access to high school programs within their local communities, and there is a gap between educational attainment levels of Aboriginal and non-Aboriginal students. Education attainment levels affect workforce participation, and in order to reduce poverty, it is necessary for more Aboriginal workers to join the workforce. In order for this to happen, the number of Aboriginal learners completing high school must increase. Online learning provides increased opportunities for Aboriginal learners to access quality high school education while remaining in their communities and reconnecting with their languages and cultures. This case describes a successful online Aboriginal high school based on the perceptions of teachers, staff, students, and parents.
Graduation Date: Apr-2017
URI: http://hdl.handle.net/10791/219
Appears in Collections:Theses & Dissertations

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