A Limited Engagement: A Case Study in Using Contextualised Online Learning Environments to Engage with Marginalised Communities

Abstract

Online support systems offer opportunities to support the cultivation of international stability by engaging with and enabling marginalised communities at local, national and international levels. In order to unlock this potential, it is imperative to understand the barriers and socio-emotional factors which impact on the engagement of these communities with the aforementioned systems. This paper presents preliminary findings on the barriers and difficulties in the case of one such marginalised community: students with specific learning difficulties. During research work performed with a section of this population, a low level of cohort participation generated the need to reassess the structure of the research and the motivations of the target population. Subsequently, an additional line of inquiry is necessary to address the motivational factors of the cohort to evaluate if the low participation is due to relatively benign issues such as a lack of interest in or low awareness of the project, or of a more serious nature, such as negative affectivity or learned helplessness.

Keywords: Education, educational aids, human-centered design, knowledge transfer, learning systems