Virtual Learning for Māori Students

Examining Culturally Responsive Pedagogies and Equity

Abstract

This article provides a comprehensive literature review examining virtual learning in the New Zealand schools sector, with a specific focus on understanding and addressing the needs of Māori learners in these online environments. It begins by tracing the historical development of virtual learning in New Zealand from early correspondence courses to the emergence of e-learning clusters and increasing digital technology use. The authors highlight the distinct differences between teaching and learning virtually compared to traditional face-to-face classrooms, exploring unique pedagogical approaches, challenges, and support structures required for effective online instruction and student engagement. Emphasis is placed on the crucial role of fostering strong teacher-student relationships in virtual settings. The article then reviews culturally responsive pedagogies and strategies identified as effective for engaging and supporting Māori learners, and discusses potential frameworks for translating these approaches to online learning environments. The potential of virtual learning to provide more equitable educational opportunities for Māori students, particularly in rural areas, is examined. However, pre-existing socioeconomic inequalities and the digital divide exacerbated by COVID-19 are noted as barriers. Overall, the authors underscore the scarcity of research specifically examining Māori students' experiences and needs in virtual learning contexts. They call for further investigation to better understand and address these gaps, striving to ensure culturally responsive and equitable virtual education opportunities for Māori learners. The paper provides a valuable synthesis of literature and insights into this important issue in New Zealand education.