ATLAANZ Journal最新文献_第2页

Lessons Learnt From The 2020 COVID 19 Lockdown: A Students’ Online MS Team Project 从2020年COVID - 19封锁中吸取的教训:学生在线MS团队项目

ATLAANZ Journal Pub Date : 2021-12-01 DOI: 10.26473/atlaanz.2021/002

Leigh Quadling-Miernik

{"title":"Lessons Learnt From The 2020 COVID 19 Lockdown: A Students’ Online MS Team Project","authors":"Leigh Quadling-Miernik","doi":"10.26473/atlaanz.2021/002","DOIUrl":"https://doi.org/10.26473/atlaanz.2021/002","url":null,"abstract":"This paper outlines an investigation of the impact of a programme Students Online, which was created in Microsoft (MS) Teams during New Zealand’s level 4 lockdown of March-May 2020. Students Online was set by the Learning Hub, the learning support centre, for a large tertiary institution in response to an international student’s request, asking for a way for students to meet and practise English. The study aimed to investigate the experiences of those who engaged with the MS Team and derive implications for possible future improvement. Offering focused learning support as well as sessions on life in New Zealand, the most significant benefit seen was the overall sense of connection when many aspects of life were disconnected. Other benefits highlighted by the study’s participants include improved communication between students and the Learning Hub, a “mental release” in the day, relationships being built and adding to the institute’s value of being supportive. The MS Team provided a sense of normality in a time when life was filled with abnormality. Participants were drawn from Learning Hub staff and students who interacted within the programme. This study found that the Students Online programme was considered generally useful and successful, modifications for future such programmes are suggested.","PeriodicalId":308740,"journal":{"name":"ATLAANZ Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131596413","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

Pop the “maths anxiety” bubble : an approach to support nursing students to self-manage anxiety while studying drug calculations 打破“数学焦虑”的泡沫:一种支持护理专业学生在学习药物计算时自我管理焦虑的方法

ATLAANZ Journal Pub Date : 2021-12-01 DOI: 10.26473/atlaanz.2021/001

Hua Dai

引用次数: 0

2019/2020 Learning Centre Practice in Aotearoa/New Zealand: Report 2019/2020新西兰奥特罗阿学习中心实践报告

ATLAANZ Journal Pub Date : 2021-12-01 DOI: 10.26473/atlaanz.2021/006

J. Tanner, Xiaodan Gao

{"title":"2019/2020 Learning Centre Practice in Aotearoa/New Zealand: Report","authors":"J. Tanner, Xiaodan Gao","doi":"10.26473/atlaanz.2021/006","DOIUrl":"https://doi.org/10.26473/atlaanz.2021/006","url":null,"abstract":"Data on the services and staffing in tertiary learning centres are necessary for providing professional support for tertiary learning advisors (TLAs). Full scale surveys of Aotearoa New Zealand centres were conducted in 2008 and 2013. In 2019, a third survey was conducted to explore whether the identified trends were continuing and whether there were any changes. This survey was sent to managers and team leaders at 26 tertiary learning institutions in Aotearoa New Zealand. Four topics were investigated: 1) the professional status of TLAs; 2) learning centre organisation; 3) the services provided by TLAs; 4) trends and changes since 2013. In 2020, when the lockdown resulting from the Covid-19 pandemic meant all centres had to cease operating face-to-face services for an extended period, some follow-up questions about the impact of Covid-19 were sent to the respondents of the 2019 survey. This report presents the five main findings of the 2019/2020 surveys, and provides comparisons with the previous surveys. First, more TLAs had postgraduate qualifications, and more TLAs were given general/professional contracts than academic contracts. Second, fewer learning centres were part of libraries or teaching and learning development units. Third, centres provided a similar range of services, with an increase in pastoral and wellbeing support. Fourth, services were more embedded, and more were delivered in online/blended modes, particularly since Covid-19. Lastly, changes in learning centres’ structures and service delivery were due to institutional financial pressure and student needs. We make some recommendations, including changing some questions in future surveys, updating the ATLAANZ professional practice document regularly, and implementing a TLA accreditation scheme in Aotearoa New Zealand.","PeriodicalId":308740,"journal":{"name":"ATLAANZ Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116884223","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: 1

The work is the talk: Collaboration and power in tertiary language advisory practice 工作是谈话:合作和权力在第三语言咨询实践

ATLAANZ Journal Pub Date : 2021-12-01 DOI: 10.26473/atlaanz.2021/003

Vittoria Grossi, Caroline Wright-Neville, L. Gurney

引用次数: 1

Thinking of doing a doctorate? : Reflections from a Tertiary Learning Advisor perspective 想攻读博士学位?:高等教育顾问的思考

ATLAANZ Journal Pub Date : 2021-12-01 DOI: 10.26473/atlaanz.2021/004

Q. Allan

引用次数: 0

Reimagining the ‘third space’: Writing strategies for research in the creative arts 重新想象“第三空间”:创作艺术研究的写作策略

ATLAANZ Journal Pub Date : 2019-08-20 DOI: 10.26473/atlaanz.2019.1/003

T. A. Fraser

引用次数: 0

Dyslexia and oral skills: A student’s journey 阅读障碍和口语技能:一个学生的旅程

ATLAANZ Journal Pub Date : 2019-08-20 DOI: 10.26473/ATLAANZ.2019.1/004

Rose Stanton

引用次数: 1

The see-saw of wellbeing: What factors influence a learning advisor’s wellbeing and happiness, in and outside of their work? 幸福感的跷跷板:哪些因素影响学习顾问在工作内外的幸福感和幸福感?

ATLAANZ Journal Pub Date : 2019-08-20 DOI: 10.26473/ATLAANZ.2019.1/002

Lis Roche

{"title":"The see-saw of wellbeing: What factors influence a learning advisor’s wellbeing and happiness, in and outside of their work?","authors":"Lis Roche","doi":"10.26473/ATLAANZ.2019.1/002","DOIUrl":"https://doi.org/10.26473/ATLAANZ.2019.1/002","url":null,"abstract":"Wellbeing is a commonly-used term—but what does it mean for tertiary learning advisors (TLAs), especially in the context of their professional practice? This paper reviews wellbeing literature in the disciplines of psychology, occupational health, and education, and discusses prominent models and definitions of both general and workplace wellbeing. It introduces a definition of wellbeing that proposes that individuals may manage and enhance their wellbeing by increasing or decreasing their psychological, physical and social resources and challenges, and relates this to the rewards and challenges of TLA work identified in recent TLA literature. This paper also examines the internal and external factors that influence an individual’s wellbeing, such as their ways of coping with stress, personal traits, and personal resources and challenges, and suggests that individuals may manage and enhance their wellbeing by engaging in positive intentional activities of their choosing. While the wellbeing literature does offer some positive activities and strategies TLAs may use, there is a need for future research in the area of TLA wellbeing, particularly in relation to the emotional element of TLA work.","PeriodicalId":308740,"journal":{"name":"ATLAANZ Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115428741","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: 1

“Please bring a plate”: A metaphor for learning advisor practice based on Pacific values “请带一个盘子”:一个基于太平洋价值观的学习顾问实践的隐喻

ATLAANZ Journal Pub Date : 2019-08-20 DOI: 10.26473/atlaanz.2019.1/001

S. Manning

引用次数: 2

Editorial: Volume 3 (2018): Special Issue 社论:第三卷(2018):特刊

ATLAANZ Journal Pub Date : 2018-10-04 DOI: 10.26473/atlaanz.2018.1/005

引用次数: 0