Rebecca Bennett (she/her)

This chapter explores engaging Indigenous university students and draws lessons for other under-served student groups. It begins with an overview of historical policies that have hindered Indigenous inclusion in higher education. We discuss the concept of Indigenous relationality, highlighting its significance for Indigenous student engagement. Case studies illustrate how universities incorporate Indigenous relationality practices. Additionally, the chapter explores how a relational approach benefits other equity groups, such as international and mature-aged students. Finally, it discusses recommendations for applying Indigenous relationality practices across university operations.

This chapter explores why the massive open online courses (MOOC) has not (yet) lived up to this altruistic intent. Through a critical analysis of changing popular and academic discourses surrounding the MOOC phenomenon, the chapter explores why MOOCs did not fulfill the mission to reach unprecedented numbers of non-traditional students. The chapter explores possible reasons why non-traditional students have shied away from MOOCs by first considering the problems associated with massification principles in a post-Fordist context. Keeping with Henry Ford Model T comparison, three automobile analogies offer partial explanations for MOOC's failure to reach non-traditional student markets. The first considers the unwritten road rules that underpin MOOC pedagogy; the second highlights on-the-road costs, including licensing, maintaining and meaningfully certifying MOOC study; and the third considers the single MOOC as part of an unfinished assembly line, where the full product is, as yet, out of the scope of MOOC offerings.