CfLAT - Centre for Learning and Teaching

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https://hdl.handle.net/10292/2084
This collection contains research from the Centre for Learning and Teaching (CfLAT).

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Browsing CfLAT - Centre for Learning and Teaching by Subject "39 Education"

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    Putting Whanaungatanga at the Heart of Students’ Online Learning Experiences
    (Australasian Society for Computers in Learning in Tertiary Education, ) Brown, Cheryl; Hartnett, Maggie; Ratima, Matiu; Forbes, Dianne; Datt, Ashwini; Gedera, Dilani; Wilson, S; Arthars, N; Wardak, P; Kalman, E; Liu, DYT
    This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a M?ori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students’ perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students’ efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.
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    Symposium 5: Networked Learning: Classroom Experiences at AUT
    (Aalborg University, 2024-07-30) Sim, Kwong Nui; Kehrwald, Benjamin; Winters, Annemie; Chanane, Nawal; Eberhard, Sally; Nguyen, Nhung
    This short paper describes a proposed case study which aims at exploring to what extent Networked Learning enhances classroom experiences at the authors’ institution and how the authors’ institution could adopt networked learning in producing Great Graduates, the authors' institution mission. The case study is significant with the re-definition of Networked Learning within an institutional context. The study employs an interpretivist research approach (Erickson, 1998) with a combination of direct observation and interview-like methods to understand the experiences of students and teaching academics in on-campus Networked Learning situations among all 15 study options at the authors' institution. Participants will include volunteered students and academics from various disciplines. The literature review indicates that the adoption of Networked Learning in classroom boosts students’ self-efficacy for social networking and professional development, enhances student-centred experiences with a community focus (e.g., social presence) and provides opportunities for students to further develop their critical thinking. The changing landscape of higher education, especially in this post global pandemic era, warrants the development of a case study approach within a particular context in order to further investigate the adoption of Networked Learning in enhancing teaching and learning processes. The findings will gain insights into achieving the strategic goal of student-directed learning at the authors' institution and could be applicable to higher education in general in order to improve teaching and learning experiences further. In short, it is an iterative process of developing one’s own Networked Learning application through the affordance of the Networked Learning principles and the practical accomplishment of teaching and learning practices at the course as well as the programme level. Limitations and possible future study are being identified from this proposal.
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