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• W2483403823 abstract "Transitions programs to support non-traditional students have a long history in Canada.  Despite investment in these programs over more than thirty years, there still exists a considerable gap between Indigenous students’ graduation rates and those of their non-Indigenous counterparts, with significant numbers of students dropping out of university programs within the first year. At the same time hybrid learning has been posed as an innovation that stands to disrupt current educational paradigms. The goal of this small scale exploratory case study was to determine what attributes of the design and structure of a hybrid learning environment encouraged positive persistence decisions for Indigenous students. The results of this case study describe the complexity of decisions made by Indigenous students when choosing to participate in a learning event. Further, the results highlighted the importance of flipped learning design and support that takes into account Indigenous pedagogy. Les programmes de transitions pour soutenir les etudiants non traditionnels ont une longue histoire au Canada. Malgre l'investissement dans ces programmes depuis plus de trente ans, il existe encore un ecart considerable entre les taux d’obtention du diplome des etudiants autochtones et ceux de leurs homologues non autochtones, avec un nombre important d'etudiants qui abandonnent des programmes universitaires au cours de la premiere annee. Parallelement, l'apprentissage hybride a ete represente comme une innovation qui se tient a perturber les paradigmes educatifs actuels. Le but de cette etude de cas exploratoire a petite echelle etait de determiner quels attributs de la conception et de la structure d'un environnement d'apprentissage hybride ont encourage les decisions de persistance positive pour les etudiants autochtones. Les resultats de cette etude de cas decrivent la complexite des decisions prises par les etudiants autochtones lorsqu’ils choisissent de participer a un evenement d'apprentissage. En outre, les resultats ont mis en evidence l'importance de la conception de l'apprentissage renverse et du soutien qui tient compte de la pedagogie autochtone." @default.
• W2483403823 created "2016-08-23" @default.
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• W2483403823 date "2016-07-22" @default.
• W2483403823 modified "2023-09-26" @default.
• W2483403823 title "Opting in or Opting Out: The Role of Hybrid Learning Course Design on Student Persistence Decisions in an Indigenous Pre-Nursing Transitions Program" @default.
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