Learning at Telecentres: A Study on Indigenising Instructional Design for Communities at Remote Rural Sarawak
Disparities among the communities with access to ICT development are especially apparent for those located in geographically remote and rural areas. Governments, agencies, and organisations worldwide have rolled out various ICT-related projects, with telecentres being the most widely adopted and dep...
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| Format: | Thesis |
| Language: | English English English |
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2022
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| Online Access: | http://ir.unimas.my/id/eprint/41324/ |
| Abstract | Abstract here |
| Summary: | Disparities among the communities with access to ICT development are especially apparent for those located in geographically remote and rural areas. Governments, agencies, and organisations worldwide have rolled out various ICT-related projects, with telecentres being the most widely adopted and deployed model in developing countries. Although many learning activities have been implemented at these telecentres for the communities they serve, most of the literature has focused primarily on user acceptance, human development, sustainability, telecentre performance, and impact assessment, rather than the delivery of learning and training activities at the telecentre. By first studying the initial ICT literacy training programme at the telecentres, the study focused on examining the potential to build culturally inclusive instructional design and how it could stimulate knowledge sharing and co-creation among indigenous community members. The study then examined how a community-led learning programme was implemented at two research sites, focusing on culture-based aspects that were not adequately considered in ICT literacy training programmes, such as culturally-specific instructional strategies, culture-specific assessments, and a focus on cultural artefacts, history, and knowledge. The study also looked into the benefits of using an indigenous instructional design at these telecentres, and self-determination theory was used to see how well the indigenous instructional design could satisfy the three psychological needs of autonomy, competence, and relatedness to strengthen intrinsic motivation. The study also examined the role of telecentres today in supporting the learning needs of indigenous communities, especially in fostering knowledge sharing and co-creation. |
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