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April 1, 2003
Runnin' on Indian Time: Asynchronous Education and Native American Populations
By Michelle Mitchell
The concept of time is not that important to Native American cultures. Sure, we keep track of it, and know what time it is, but it doesn't run our lives. And time should not control education. At tribal colleges, some students come into face-to-face classes anywhere from five to fifteen minutes late. It is not something that is promoted, but it's not necessarily frowned upon either. We as tribal college faculty are used to it. What's more important, student timeliness or student learning?
New instructors at Salish Kootenai College are very frustrated by the lack of timeliness and want to know why the rest of us put up with it. The answer is not easy; we, Native Americans, are a culture that tries hard not to alienate anyone. People are accepted for who they are; difference is embraced. Successful students in higher education need to fit in and contribute to the learning of others. If we set one student apart from the rest, we may lose him. In our communities, exclusion isn't acceptable.
Remarkably, the online education environment is the perfect setting to promote a culture in which time does not matter. People can come and go as they please within the limits of the quarter system. But, as in face-to-face classes, online course instructors complain of students missing deadlines. So how do we effectively combine the concept of "time doesn't matter" and still encourage active learning in the process? By creating an environment with structure, but flexibility. It is a delicate balance to maintain. Courses not only need to reach all learners and their learning styles, but also must keep the students connected to each other and the facilitator. (Schweizer 37)
Salish Kootenai College has learned how to create a community of online learners through five years of lessons learned, and 200 online courses developed. (Lambert 2002) Structure and flexibility do not necessarily go hand in hand. So, how to combine the two in a tribal setting? Structure must be built in through clearly stated deadlines, well laid out courses and syllabi, and finally by using a grading rubric. Tribal students easily accept structure when it's done in a well defined, and respectful manner.
Flexibility is built in by making the student the priority. Leave no student behind. Flexible means that instructors must accept students as they are, and keep the learning environment open to change. Just as creative as we as online instructors must be to incorporate as many learning styles as possible, we must too be able to be creative and accepting with schedules. It could mean the difference between a great paper that is late, or a bad paper that is on time. It is important to keep in mind the average online tribal college student is a single parent, working full-time trying to get a college degree. (O'Donnell 2002) They need instructors willing to be flexible about timeliness, instructors who understand there are other priorities in their student's lives.
At Salish Kootenai College, student learning is the driving force behind the online programs, with structure and flexibility built in. One student was very wary about trying the online version of "Introduction to Computers," stating, "How can I take a class on the computer when I don't even know how to use it?" The main reason for her doing the course was scheduling conflicts. She did register for it online, and got an A. Now, four online courses later, and two quarters from graduation, she is the best recruitment tool we could have hoped for. She talks about times when she got behind, possibly because she was working full time and going to school full time, and how the instructor gently nudged her into not only catching up but actually getting ahead. The approach that this instructor took was exactly what we as online instructors should do. If a student suddenly drops out of discussions do you check on them? Do you see if there is anything you can do to help? If not, you need to. Even a simple Email to say, "Hey, we miss your input." Yes, our students are responsible adults learners but we are also a society that takes care of each other. Maybe all that students need to know is that they are not alone, and that you care.
How can this be incorporated into any online course at any school? The key is student-centered learning. Any program that offers online courses needs to have a system set up that can ensure that no student is left behind, and that learning is more important than timeliness. Let the students know that they are part of a community of learners that is suffering without their contributions, and give them the support they need to be successful. There must be a policy that instructors can follow that outlines specific steps to take when students are not participating; steps that do not alienate but include the student in the community. (Lambert 2002)
Works Cited
Lambert, Dr. Lori. (October 29, 2002) Assistant Director, Distance Education, Salish Kootenai College. Personal Interview.
O'Donnell, Dr. Michael. (October 29, 2002) Director, Distance Education, Salish Kootenai College. Personal Interview.
Schweizer, Dr. Heidi. (1999) Designing and Teaching an Online Course: Spinning your Web Classroom. Allyn & Bacon, Needham Heights, Massachusetts
Email: Michelle Mitchell
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