Putting whanaungatanga at the heart of students’ online learning experiences

Brown, Cheryl; Hartnett, Maggie; Ratima, Matiu; Forbes, Dianne; Datt, Ashwini; Gedera, Dilani S. P.

doi:10.14742/apubs.2022.146

Cited by 6 publications

(11 citation statements)

References 6 publications

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“…The students expressed a need for social connection to support their learning [11,19]. Relational connections were highlighted as a means of promoting equity and inclusion in online learning, as teachers worked to show caring and consideration for students and generated a sense of belonging through shared learning experiences and responsive pedagogies [11]. This confirms what others have noted about the critical need to consider wellbeing as part of students' learning experiences [19].…”

Section: Introductionsupporting

confidence: 64%

“…This was disproportionality experienced by the indigenous students [18]. The students expressed a need for social connection to support their learning [11,19]. Relational connections were highlighted as a means of promoting equity and inclusion in online learning, as teachers worked to show caring and consideration for students and generated a sense of belonging through shared learning experiences and responsive pedagogies [11].…”

Section: Introductionmentioning

confidence: 99%

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Sustainable Strategies for Teaching and Learning Online

Forbes,

Gedera,

Hartnett

et al. 2023

Sustainability

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Investigating students’ lived experiences of online learning can inform us on how best to teach them. In this paper, we harness the insights gained from pandemic teaching and learning to inform sustainable approaches. Theorized in relation to Ben-Eliyahu’s sustainable learning in education (SLE), this article offers insight into what tertiary teachers can do to support students with sustainable strategies, as well as how students can develop long-term learning strategies. We draw upon the research on the perspectives and experiences of New Zealand university students studying online in 2020 to inform SLE in online teaching and learning in the long term. The researchers collaborated with student associations to undertake a survey exploring the students’ experiences of online learning. There were 952 valid survey responses from all 8 New Zealand universities, complemented by 20 individual interviews and 9 focus groups involving 43 student participants, both on and offshore. Our findings indicate that students regard support, communication, and engagement as key areas where they experienced challenges or helpful practices, and where there are sustainable directions for future teaching and learning. We propose support that institutions can provide to both students and staff for sustainable strategies.

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Section: Introductionsupporting

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Sustainable Strategies for Teaching and Learning Online

Forbes,

Gedera,

Hartnett

et al. 2023

Sustainability

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show abstract

“…The lessons learnt from our experiences during the pandemic force us to plan for and accommodate increased flexibility and adaptability in our approach to learning and teaching (Brown et al, 2021). With the HyFlex model, students in this study had flexibility and choice, catering to their various needs (Abdelmalak & Parra, 2016;Wright, 2016).…”

Section: Discussion and Key Conclusionmentioning

confidence: 99%

Experiences of learning and teaching in HyFlex spaces

Gedera

2023

APUBS

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This report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’ experiences using HyFlex spaces for learning and teaching purposes in 2022. Data were collected for one year covering two semesters, three Trimesters and summer school. The data collection methods included an online student survey, class observations, and semi-structured interviews with students and teachers. This report presents what worked and did not work in the HyFlex spaces and suggests various logistical, technological and pedagogical recommendations that can contribute to the success of HyFlex learning and teaching.

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“…Students reporting a more negative lockdown experience identified the main causes of this to be accommodation issues, essential work demands and family problems. Brown et al (2021) researched the impact for a range of New Zealand university students, of moving to online learning during lockdown. They identified a similar mix of positive and negative experiences to the Jenkins study.…”

Section: Impact Of Covid On Tertiary Studentsmentioning

confidence: 99%

The expectations and perceptions of first year business students at a higher education institution in Aotearoa New Zealand

Archer,

Woodward,

McKinnel

et al. 2024

SITJAR

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Historically the retention of first year students has been an ongoing problem for many tertiary institutions. Recent issues such as covid disruptions, greater financial challenges, and increased mental health issues have also contributed to lower levels of engagement, performance, and retention rates. This study investigates the expectations and perceptions of first year business students at an Institute of Technology located in regional New Zealand. Comparing student expectations prior to commencing study with the perceptions of their experience after a semester of study helps with improving the management, course content and teaching delivery of programmes, especially when gaps are identified. A three-stage mixed-method approach was used, with data collected from 42 responses to an expectations questionnaire, 18 responses to a perceptions questionnaire, and nine semi-structured interviews. Findings suggest that students have reasonably realistic and accurate expectations when entering their first year of tertiary business study. However, tertiary institutions can still do more to develop flexibility within delivery modes, improve assessment schedules and timing, develop student time management skills, and better manage group work.

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Putting whanaungatanga at the heart of students’ online learning experiences

Cited by 6 publications

References 6 publications

Sustainable Strategies for Teaching and Learning Online

Sustainable Strategies for Teaching and Learning Online

Experiences of learning and teaching in HyFlex spaces

The expectations and perceptions of first year business students at a higher education institution in Aotearoa New Zealand

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