This report presents the outcome of an experimental design to investigate the impact of persuasive and affective SMS text messages on students’ self-regulated learning strategies while attending an introductory information systems course, with a focus on supporting Māori and Pacific learners.
This pilot study sought to improve the vocational learning and literacy development of learners through the making of their own digital stories. The findings were that digital story telling supports vocational learning and literacy development, reflective conversations encourage deep learning, and collaboration fosters empathy and transformative learning.
The project goal was to examine the learning experience of student teachers and their mentors during practicum to enable the development of models for practicum appropriate for 21st century New Zealand teacher education programmes.
This report summarises the key findings from a literature review and stakeholder feedback, in order to inform the Horticulture ITO on delivery and learning needs of Pacific learners both living in New Zealand and/ or planning to migrate to New Zealand to enroll in on-the-job training courses in horticulture in New Zealand.
The Code of Practice outlines the requirements for providing pastoral care to international students. These guidelines have been developed to support education providers to implement the Code of Practice.
This project focused on the identification of key tutor practices, in relation to delivery of content, student engagement, and cultural awareness, that correlated to successful outcomes for Māori students in a PTE. The results highlight the effectiveness of a bicultural approach to tutoring adult students.
This project sought to investigate students', hospitality educators' and industry practitioners' perceptions of the role of academic literacy in post-graduate hospitality education. The report discusses tensions between their perceptions, and provides suggestions on how the academic community might address these tensions.