Collaboration and Virtual Learning in New Zealand Rural Primary Schools: A Review of the Literature

Abstract

In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides.

Moderating Influence of Principal Financial Management Skills on the Relationship Between Selected School Characteristics and Cost Efficiency Among Public Secondary Schools in Bomet County, Kenya

“…These aspects were found to have cost implications in their provision. The influence of the school location on the cost efficiency has been raised by Kolbe et al(2021), Angundaru et al (2016), and Whalley and Barbour (2020) who noted that transport costs implications of procuring services for rural schools and inability to charge high fees for schools within rural setup varied according to school location.…”

Research Competencies Mediated by Technologies: A Systematic Mapping of the Literature

“…To achieve this objective, we performed a systematic mapping of the literature based on the proposed methodology by Petersen, Robert, Shahid and Mattson (2008) and adjusted by García and Ramírez (2019) and García-Holgado, Marcos-Pablos and García-Peñalvo (2020). Many authors have used this methodology (López et al, 2015;Pérez & Vladimirovna, 2017;Van Eck & Waltman 2017;Howard, Wood & Stonebraker, 2018;Aydoğdu, 2020;Whalley & Barbour, 2020) and agree that the following stages must be carried out: 1) definition of the guidance questions, 2) location of scientific production, 3) refinement of identified scientific production, 4) design of the bibliographic database, and 5) analysis of the bibliographic information.…”

El Líder Educativo Y El Adiestramiento Colaborativo en Línea en Un Colegio De Puno, Perú

“…Por lo tanto, resulta efectiva la posibilidad de utilizar el ACL como estrategia, porque como indican Whalley & Barbour (2020), la colaboración genera eficacia colectiva en los docentes: "Collaboration is one of the leadership practices that can contribute to collective efficacy" (107). Es por ello que los maestros que colaboran entre sí alcanzan un rendimiento profesional que beneficia al cuerpo estudiantil y al contentamiento de la gestión educativa.…”