ATLAANZ Journal最新文献

Applying the Lens of Second Language Motivation Research to Interpret Online Learner Amotivation and Demotivation 运用第二语言学习动机研究的视角解读在线学习者的学习动机和非学习动机

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/004

Nigel Gearing

引用次数: 0

Learning from the Experiences of a Kura Kaupapa Māori Graduate 从 Kura Kaupapa 毛利毕业生的经历中学习

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/003

Ruth Thomas

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引用次数: 0

Collaboration Between Teachers and Learning Advisors to Improve Learner Outcomes 教师与学习顾问合作提高学习成绩

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/008

Marcus Brons

{"title":"Collaboration Between Teachers and Learning Advisors to Improve Learner Outcomes","authors":"Marcus Brons","doi":"10.26473/atlaanz.2023/008","DOIUrl":"https://doi.org/10.26473/atlaanz.2023/008","url":null,"abstract":"Qualitative research conducted at Toi Ohomai Institute of Technology investigated how kaiako (teachers) have been interacting with learning advisors (LA) and how they would like to engage with them to capitalise on their specialist skills to improve student outcomes. The research consisted of semi-structured interviews with 15 teachers from six campuses in the region, from a variety of teaching contexts including on-campus, online/distance, and mixed-mode learning. Teachers in a wide variety of subject areas were chosen to ascertain if there are different needs in any of those areas. The teachers were interviewed either in person or using Teams Meet software. Voice or video recordings were made and used for analysis and discussion. The results were tabulated and discussed by a panel of LA to find important implications of the study. The research determined that the experiences of teachers with LA are widely varied across the institute depending on factors such as geography, teaching styles, course duration, teacher and academic leader introductions to services, and other factors. All interviewees saw the value of LA but many were uncertain about how to engage with them and collaborate effectively at a classroom level. Where engagement exists at a classroom level, teachers are most satisfied with LA outcomes. The research indicates that closer collaboration can be achieved by increasing LA involvement in the classroom environment, particularly in areas identified as high needs. Critical to this collaboration is teachers’ facilitating contact with LA in the classroom. This collaboration will help identify student needs to enable timely interventions.","PeriodicalId":308740,"journal":{"name":"ATLAANZ Journal","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Support for Distance Learners: Towards the Future 为远程学习者提供学习支持：面向未来

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/002

Ruth Thomas

{"title":"Learning Support for Distance Learners: Towards the Future","authors":"Ruth Thomas","doi":"10.26473/atlaanz.2023/002","DOIUrl":"https://doi.org/10.26473/atlaanz.2023/002","url":null,"abstract":"Following the merger of Bay of Plenty Polytechnic and Waiariki Institute of Technology to become Toi Ohomai Te Pūkenga, the newly formed Te Ranga Eke Panuku / Learning Success and Engagement (LSE) team combined and redeveloped their services. In this article the author reflects on her ATLAANZ 2022 conference presentation, which shared distance students’ perspectives from her master’s research on the revised services. The author’s study explored whether and how the LSE services were meeting student needs and how the services could be further improved. Analysis of the survey (n=278) and interview (n=12) data revealed gaps in awareness of support services across all learner groups. However, distance students were less connected to the support services than on-campus learners, and the researcher found unmet academic and pastoral needs among distance participants. In addition, participants stated that they had been looking for ways to express their opinions and saw the research survey as an opportunity to ‘have their say’ to make improvements. As per the Pastoral Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021, the LSE team has increased promotion of services for distance learners, and developed more resources. A booking system now gives ākonga agency in accessing the services, and tutors can similarly book in-class support. The research illustrates that all Te Pūkenga students, whether distance, campus-based, or work-based, require access to online services during flexible hours. Further, every distance and work-based learner, should be able to access face-to-face support at their nearest campus, alongside their campus-based peers, within and beyond regular hours.","PeriodicalId":308740,"journal":{"name":"ATLAANZ Journal","volume":"2012 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultural Perspectives on the Concept of Whanau and Health Decisions 关于 Whanau 概念和健康决定的文化视角

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/005

Hua Dai

引用次数: 0

Best Practice in Peer Mentoring Programs: Reflecting on the Role of Student Writing Mentors 朋辈指导计划的最佳实践：反思学生写作导师的作用

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/009

Linda Thies

{"title":"Best Practice in Peer Mentoring Programs: Reflecting on the Role of Student Writing Mentors","authors":"Linda Thies","doi":"10.26473/atlaanz.2023/009","DOIUrl":"https://doi.org/10.26473/atlaanz.2023/009","url":null,"abstract":"Many Australian universities have introduced formal peer mentoring programs, with one more common model focusing on undergraduate students’ learning development, specifically their academic writing. Deakin University’s Writing Mentor Program provides one-to-one ‘drop in’ sessions where Writing Mentors (WMs) work with a peer, and it is coordinated by Tertiary Learning Advisers (TLAs). The Program’s overall aims include helping students interpret academic expectations, and better understand how they can succeed with their studies. However, this Writing Mentor Program also aims to facilitate WMs’ learning from their peers, through reflections on their interactions with students. This study aimed to inform the professional development program for WMs by identifying the perception of the role of WMs held by both WMs and TLAs at the commencement of the program, and also the perceived differences between the roles of WMs and TLAs. Findings from the study highlighted the need to include reflective practice as a topic in on-going training sessions. The study also suggested the need for a more structured approach to developing a ‘shared understanding’ of the roles of WMs.","PeriodicalId":308740,"journal":{"name":"ATLAANZ Journal","volume":"117 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflections on the Development of the Otago Polytechnic | Te Pūkenga Neurodiversity Community of Practice 对奥塔哥理工学院 Te Pūkenga 神经多样性实践社区发展的思考

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/001

Kristen Bracey, Marje Schaddelee, Sarah Wood

引用次数: 0

The Benefits of Padlet in Online Writing Retreats Padlet 在在线写作务虚会中的优势

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/006

Maryam Mariya, Andrea Haines

引用次数: 0

Establishing a Professional Accreditation Framework and Core Competencies for Tertiary Learning Advisors in Aotearoa: Reflection 建立奥特亚罗瓦高等教育学习顾问的专业认证框架和核心能力：反思

ATLAANZ Journal Pub Date : 2023-11-24 DOI: 10.26473/atlaanz.2023/007

Cherie Todd-Williamson