Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote Indigenous Communities

Abstract

Uneven distribution of resources and services based on geographical location (commonly referred to as spatial inequality) is likely to influence Indigenous Australian higher education outcomes. Online education could potentially resolve access to education, where distance is the primary barrier, by mitigating some of the impediments to Indigenous education such as travelling long distances or living away from home. Recent Indigenous higher education trends suggest that online courses are in fact succeeding in attracting and retaining Indigenous students, particularly in regional areas. However, little is known of how socio-technological barriers (such as Internet connectivity, ownership/sharing of devices and digital literacy) relate to and interact with other social and educational barriers. In this chapter we discuss online education in relation to digital literacy and related factors. We draw on evidence from Swinburne University of Technology’s Indigenous Futures Program, which is developing pathway programs for regional and remote Indigenous communities. The project is being conducted in partnership with not-for-profit organisations working with Indigenous individuals and communities in regional and remote areas.