Remote learning during COVID-19 and transformative learning theory: tendency towards Quadruple Helix model for future post-secondary education in Indigenous contexts

Hossain, Amzad; Kong, Ying; Malik, Amjad

doi:10.1186/s13731-023-00341-9

Journal of Innovation and Entrepreneurship

A Systems View Across Time and Space

Table 2 Descriptive analysis

From: Remote learning during COVID-19 and transformative learning theory: tendency towards Quadruple Helix model for future post-secondary education in Indigenous contexts

Socio-demographic contexts
Variable	Scales	Frequency	Percent	Cumulative percent
Age	18–24	38	28.6	28.6
	25–34	50	37.6	66.2
	35–44	27	20.3	86.5
	45–54	11	8.3	94.7
	55 +	5	3.8	98.5
	Prefer not to answer	2	1.5	100.0
Gender	Female	100	75.2	75.2
	Male	31	23.3	98.5
	Transgender	x	x	x
	Gender variant/Non-conforming	1	0.8	99.3
	Not listed	x	x	x
	Prefer not to answer	1	0.8	100.0
Year in the program during COVID-19	Year 1	48	36.1	36.1
	Year 2	27	20.3	56.5
	Year 3	9	6.8	63.2
	Year 4	7	5.3	68.4
	Not applicable	42	31.6	100.0
Maintaining social distancing	At all times	66	49.6	49.6
	Most of the time times	19	14.3	63.9
	Never	x	x	x
	I was not onsite	48	36.1	100.0
Employment during the academic year	Employed full-time	37	28.0	28.0
	Employed part-time	26	19.7	47.7
	Full-time student	67	50.8	98.5
	Part-time student	2	1.5	100.0

Social activities, stress, and well-being
Family or community support to improve your remote learning	Greater family support	65	50.4	50.4
	Greater accessibility from home community	8	6.2	56.6
	Internet accessibility from within the community	25	19.4	76.0
	Emotional/social support from my home community	6	4.7	80.6
	No support	25	19.4	100.0
Getting in touch with peers	On a regular basis, like pre-pandemic	11	8.5	8.5
	Occasionally	53	40.8	49.2
	Rarely	46	35.4	84.6
	Never	20	15.4	100.0
Academic performance
Technology/equipment used for your online courses	Tablet	2	1.6	1.6
	Laptop or Computer	124	96.9	98.4
	Smart Phone	2	1.6	100.0
The most challenging aspect of remote learning	Internet connectivity	57	46.0	46.0
	Private Space	17	13.7	59.7
	Interruptions	27	21.8	81.5
	Isolation	23	18.5	100.0
UCN’s support for remote teaching	Live chat support	29	22.5	22.5
	Phone live support	33	25.6	48.1
	Messenger support	16	12.4	60.5
	Nonapplicable	51	39.5	100.0
Web Conferencing as a UCNLearn platform	Small group tutorials	45	34.9	34.9
	Individual tutorials	16	12.4	47.3
	Live chat support	20	15.5	62.8
	Nonapplicable	48	37.2	100.0
Registration	Live chat support	28	21.7	21.7
	Phone live support	33	25.6	47.3
	Messenger support	25	19.4	66.7
	Nonapplicable	43	33.3	100.0
Students’ experiences in online tests/exams	Online tests were easier than paper-based	36	27.9	27.9
	Online tests were the same as paper-based	52	40.3	68.2
	Online tests were harder than paper-based	33	25.6	93.8
	Does not apply—I didn’t write online tests	8	6.2	100.0
Course delivery
Blended delivery with online meetings individual and/or collectively	Most preferred	47	37.0	37.0
	Least preferred	30	23.6	60.0
	Existing hours preferred	17	13.4	74.0
	No idea	33	26.0	100.0
On-site instruction	Most preferred	58	46.0	46.0
	Least preferred	30	23.8	69.8
	Existing hours preferred	7	5.6	75.4
	No idea	31	24.6	100.0
On-site tutorial with most work done individually or with groups	Most preferred	49	38.6	38.6
	Least preferred	30	23.6	62.2
	Existing hours preferred	11	8.7	70.9
	No idea	37	29.1	100.0
Student support service
Students’ recommendations to UCN regarding online courses	Better orientation to remote learning	11	9.1	9.1
	Instructor training with online technologies	17	14.0	23.1
	Dedicated support for online learners (e.g.: online enrollment, withdrawal, extension, probation)	29	24.0	47.1
	UCN organization of online program/course offerings	64	52.9	100.0

x = no response in our sample in Table 2

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