Examining Indigenous Students’ Persistence in a Hybrid Pre-Nursing Transitions Environment

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atmire.migration.oldid2962
dc.contributor.advisorLock, Jennifer
dc.contributor.authorSnow, Kathy
dc.date.accessioned2015-02-03T17:37:25Z
dc.date.embargolift2017-02-02T17:37:25Z
dc.date.issued2015-02-03
dc.date.submitted2015en
dc.description.abstractTransitions programs to support non-traditional students have been in existence in Canada since the educational reform movement of the 1970s (Malatest & Associates, 2004). Scholarly research in the success of such programs is frequently presented in terms of institutional directives such as retention and attrition and success is is typically measured by graduation rates. Despite investment in these programs, more than thirty years later 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 (Statistics Canada, 2011). The goal of this exploratory case study was to determine what attributes of the design and structure of a hybrid learning environment encouraged positive persistence decisions. The case was positioned within the first year of an Indigenous Pre-Nursing Transitions (PNT) program in a western Canadian university. Scholarly literature on persistence and community models such as Tinto’s (1975) Student Integration Model and Wenger’s (1998) Community of Practice were evaluated for their applicability to non-traditional students. Data collection took place over one academic year and consisted of interviews with student and faculty participants, as well as observation of online activities within two required biology courses. The results of this case study demonstrated the complexity of community membership for Indigenous students. Further, the results highlighted the importance of a one-to-one relationship with the instructor and student expectations about this relationship. Other factors that contributed to positive persistence decisions were scale of the environment and structure of course content.en_US
dc.description.embargoterms2 yearsen_US
dc.identifier.citationSnow, K. (2015). Examining Indigenous Students’ Persistence in a Hybrid Pre-Nursing Transitions Environment (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26018en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26018
dc.identifier.urihttp://hdl.handle.net/11023/2071
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Administration
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Technology
dc.subject.classificationTransitionsen_US
dc.subject.classificationAccessen_US
dc.subject.classificationHybrid Learningen_US
dc.subject.classificationIndigenousen_US
dc.subject.classificationRetentionen_US
dc.titleExamining Indigenous Students’ Persistence in a Hybrid Pre-Nursing Transitions Environment
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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