The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people. This article explores culture as a critical element of online learning design that enhances the learning experiences and outcomes of Indigenous people. The study reported in this article was conducted at a regional Australian university and was methodologically situated within an educational design research framework. Data were collected through the narrative method of yarning with 19 Indigenous students enrolled in a range of disciplines. From the data, 10 themes were developed, which guided the design of a learning design model and six preliminary design principles. The study contributes to the gap in the literature on learning design for Indigenous online higher education students. As the model and preliminary design principles are culturally situated at the site of the study, they need testing by educational designers and academics to ascertain their usefulness in other contexts.

中文翻译：

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重新思考在线学习设计以增强土著高等教育学生的体验

虚拟学习空间中复制了澳大利亚原住民和托雷斯海峡岛民人在高等教育中所经历的教育不平等现象，在线学习设计的通用模型很少考虑影响学习的文化因素。为了解决这个问题，需要考虑土著人民经验的在线学习设计新方法。本文将文化视为在线学习设计的关键要素，以提高土著人民的学习体验和学习成果。本文报道的研究是在澳大利亚一所地区大学进行的，该研究在方法上位于教育设计研究框架内。通过纱线叙事方法收集了数据，其中有19名就读各学科的土著学生。从数据来看 开发了10个主题，这些主题指导了学习设计模型的设计和6个初步设计原则。这项研究加剧了土著在线高等教育学生学习设计文献方面的空白。由于模型和初步设计原则在文化上都位于研究地点，因此需要教育设计者和学者进行测试，以确定其在其他情况下的有用性。