ABSTRACT

This article explores the limitations of technology-focused teaching and online learning in ‘widening participation’ tertiary preparation programs, from the perspective of non-traditional university students, and in their own words. Specifically, the article draws on data derived from the Life Literacies academic preparation and action research project which was designed to enhance the capacity of students from low socioeconomic (LSES) backgrounds to successfully undertake undergraduate study at a regional Australian university. Reflecting on this data, as an action researcher and critically reflective practitioner, I argue for a more human-centred and holistic approach to teaching LSES students in widening participation programs. This approach does not overestimate the potential of computer-mediated learning, but provides embedded digital literacy support through positive, supportive social relationships. What enabling educators need, is not ever more complex communications technologies, but the time, through-care and people skills to be authentically and consistently available and present for their non-traditional students.

摘要

本文从非传统大学生的角度，用他们自己的话说，探讨了以技术为中心的教学和在线学习在“扩大参与”高等教育预科课程中的局限性。具体来说，本文借鉴了来自Life Literacy 的数据学术准备和行动研究项目，旨在提高来自低社会经济（LSES）背景的学生在澳大利亚地区大学成功完成本科学习的能力。反思这些数据，作为一名行动研究者和批判性反思实践者，我主张采用更加以人为本和全面的方法来教授 LSES 学生扩大参与计划。这种方法并没有高估计算机介导的学习的潜力，而是通过积极的、支持性的社会关系提供嵌入式数字素养支持。教育工作者需要的不是更加复杂的通信技术，而是时间，为非传统学生提供真实、持续的全程关怀和人际交往能力。