This article outlines the importance of developing e-Learning strategies in the exploration of learning style and learning environment of aboriginal children and about how aboriginal educational policy should be rectified. Firstly, recent studies show that the special learning style of aboriginal students includes learning by vision and images, kinesthetically, and preferring collaborative learning based on the three premises of effective learning—active, cooperative and group solving via public internet access available in school, community and at home. Secondly, issues about digital divide, lack of educational opportunity, social disadvantage, language minority, endangered tradition and culture exists in today’s aboriginal education. Aboriginal knowledge is acquired through participating in hunting, observation, storytelling and other related activities, not by mainstream textbook and examinations. Finally, aboriginal educational law and educational policy concerning the voucher system should not presume solutions of problems but, rather, envisage current disadvantaged about affordability, accessibility of preschool and financial position of students, because of a shortage of teachers and preschools in remote mountainous areas.
The findings are that characteristics of e-Learning that are interactive, dynamic and vision-patterned are tightly linked with aboriginal learning styles; that a virtual and managed learning environment serves to rectify inequities of education about marginalization , subordination and omission; that the aboriginal dialect could be preserved by selecting dialectical programs; that an advantage of e-Learning is being able to convert traditional education to an e-Learning platform and thereby save transportation time, human resources and expense. This article concludes with suggestions for e-Learning strategies, especially in providing online learning tools for equal accessibility to education and participation, web-based learning from living native culture and language without artifacts such as school buildings, providing training and support requirements, involving tribal elders in curricula decision-making, and legislating adequate budgetary provisions and related regulations.
|Keywords:||e-Learning, Aboriginal Education, Early Childhood Education, Digital Divide, Collaborative Learning|
Assistant Professor, Department of Child Care, National Pingtung University of Science and Technology, Kaohsiung, Taiwan
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