2256 research outputs found
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Whānau wellbeing: Reclaiming precolonial Māori perspectives of men, fathers and parenting.
No full text
Taking a “Pulse” in on-line learning: an effective engagement tool?
No full textEngagement in online learning is increasingly described and monitored through sophisticated learner analytics that measure the time and activity of learners as they progress through their course materials. This data cannot, however, describe or monitor learner feelings (known as academic emotions) in their experience of on-line learning. This exploratory paper addresses a gap in research that considers how engagement tools, within the online learning
environment, may influence facilitator responsiveness to learners’ academic emotions. The aim is to explore whether a specific on-line learning platform engagement tool, a ‘Pulse’ can provide insight (for facilitators) into learner emotional states and whether that insight provokes or influences on-line facilitators’ actions and/or responsiveness. This paper provides background information related to current understanding of academic emotions and specific detail on the use of the Pulse tool. This small-scale mixed methods study includes data collected from a first intake of four new programmes in Initial Teacher Education at the Open Polytechnic of New Zealand. The findings of this paper provide description for online learning designers and facilitators in how a simple Pulse tool might be used to understand learners’ emotional experiences in online learning. Findings further highlight the need to actively foster attention to learner emotions in online learning environments, and for seeking new or enhanced methods of intervening where academic emotions are negative and deactivating. There are implications for the design of Learning Management Systems in creating more sophisticated tools for recognising academic emotions, and for using these tools in ways that cross-reference with other data related to learner outcomes and experiences
"I am fun and fun is me!": The importance of fun to rights-oriented inclusive early childhood curriculum.
No full textOral Presentation
Creating a culture of inclusion in early childhood settings.
No full textWebinar.Kate McAnelly shares the findings of her research into disability and inclusion, and how early childhood centres can create a culture of inclusion that supports the wellbeing, learning, and engagement of all children
Non-academic support for online course engagement: Student perspectives of automated interventions with integrated human support.
No full textStudent engagement is a multidimensional concept that comprises a range of experiences and behaviours and is closely connected with students’ academic success. Student support covers a range of academic and non-academic services that institutions provide to complement the core teaching and learning resources. Data technologies, such as learning analytics, are useful tools to support online student engagement, an ongoing challenge in open distance learning (ODL) models. Open Polytechnic (OP), a national provider of ODL in New Zealand, implemented a three tiered, non-academic student support model in 2020 as a complementary student-support strategy. This model is based in theory, supported by technology, and aligned to, but independent of, the instructional context of the learning management system. The system sends automated interventions to students at critical points throughout their course journeys with an option to contact a mentor for non-academic support. This paper explored student perceptions of how this form of interventional support assisted student engagement in their course journeys at the OP. A purposefully designed qualitative survey was sent to all students (n = 736) in three blocks of two entry-level courses and completed by 146. A deductive thematic analysis revealed: firstly, the need for monitoring student engagement in online courses; and secondly, that the combination of automated interventions and optional human contact contributed to behavioural and emotional aspects of engagement and was useful in serving the respondents' various non-academic needs
Research ethics and international and cross-cultural research: Fiji and Aotearoa New Zealand.
Full text linkDevelopment, and its impact on water resources, cases from New Zealand and Japan.
No full textThroughout history, people have built structures around rivers for flood control, water utilization, and settlements. While these structures have provided people with a more affluent lifestyle, they have also had a variety of negative impacts. The impact of structures is also expected to vary depending on the characteristics of the area. Therefore, this paper examines the relationship between the impact of river structures and the environment and culture surrounding the area. Research methods included case studies and thesis research to assess the impact of river structures in New Zealand and Japan. As a result, in the New Zealand case, they caused impacts such as reduced marine life and increased groundwater elevation, as well as cultural problems for the indigenous Maori people. In the Japanese case, they caused environmental and flood control problems, such as the reduction of beaches and the conversion of bare sandbars into forests. These comparisons show that river structures not only cause different environmental and flood control problems, but also cultural problems depending on the characteristics of their surroundings. Therefore, when constructing river structures, it is necessary to consider the environmental and cultural characteristics surrounding the river and take appropriate measures
