A model of successful adaptation to online learning for college‐bound Native American high school students

Abstract

PurposeThe purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment.Design/methodology/approachIn total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed. Participants completed online coursework through Montana Digital Academy (MTDA). A theoretical model illustrates the successful adaptation of Native students to online learning.FindingsStudents' learning needs and the online learning environment were congruent. Course offerings at local high schools were limited, resulting in boredom and lack of challenge. Students wanted new and interesting coursework and learning online met those needs. Students worked at their own pace and ability levels and enjoyed the challenge, freedom, and independence resulting from learning online. Students who frequently missed school were easily accommodated.Practical implicationsStudents' orientation toward education, such as attitudes toward learning and school, family influences, and interactions with classroom teachers, affected the adaptation process. Participants felt empowered and had more positive expectations for their future as a result of learning online. This was caused by: feelings of independence working without face‐to‐face contact from a teacher; confidence gained when successfully completing assignments; and control felt from being in charge of their own learning.Originality/valueThis paper describes college‐bound Native American high school students' online learning experiences; research on this topic is practically non‐existent. The findings can benefit those who lack understanding of how Native students adapt to an online environment; educators are better equipped to create supports that promote academic success for Native American students.