This research explores the R2D2 model for online learning activities – a cycle of Read,
Reflect, Display and Do. Its application to an English for Academic Study programme,
provided a framework for the development of a constructivist environment which supports
collaborative and active learning experiences in a blended space.
Electronic portfolios (eportfolios) offer different ways to support learning through their capacity to collect evidence and demonstrate development, especially over time. Their potential ability to support reflection and learning and to respond to assessment and evaluation settings across a range of settings suggests their value for formal study and lifelong learning contexts. This technology has come to prominence as one of the new Web 2.0 technologies and much of the literature to date provides accounts by teachers of the introduction of eportfolios. This paper describes the establishment of a longitudinal study of student perspectives and discusses some early data.
This research examined the instruments used to measure the performance of organisations in the New Zealand tertiary sector. It also analysed the levels of demand for services which these organisations experience.
This research reports on the role of technology-use mediation to support the work of global virtual teams. By involving not only the student participants of these engagements but also supporting agents, as technology-use mediators, it seeks to address the following questions: Why is global virtual collaboration difficult? What roles and activities are critical? How can we do it better?
This research explores the complexity of academic life through examining the various factors which influence university teachers and their teaching practices. The central research question was concerned with the ways in the perceptions and experiences of university teachers impact on their teaching practice, and the various which university teachers respond to these influences.
This study examined the perceptions of New Zealand tertiary students towards the utilisation of the internet as a source of information and as a tool for communication. The study examined students' use of the internet, with particular emphasis on their perceptions of the reliability of information harvested from the internet, in comparison with their perceptions of other, more traditional sources of information.
This project explores the ways in which tertiary students balance full-time study and part-time work, and accommodate the demands of these activities into their social activities. It explores the effects which an imbalance in these activities can have, in terms of health problems, increased stress and sleep deprivation. It also examines the contribution which part-time employment can make to a students' experience of teriary education.
This project examines the level of engagement between tertiary education organisations in Waitakere with the local Pacific community; to examine the lack of response to and interest in Regional Facilitation Forums established in Waitakere on the part of the Pacific community; and to examine the failure to engage between the two parties and to establish effective relationships.
Ka’ai, T., Higgins, TR., Kāretu, T., Mataira, K., Milroy, W., Moorfield, J., O’Regan, H., & Waikerepuru, H.
This project aims to build the research capability and capacity of Māori learners by supporting them through advanced digital technologies. The project will pilot a comprehensive suite of interactive teaching and learning techniques for postgraduate learners across multiple sites. This project seeks to develop a cohort of Māori - speaking supervisors to supervise students through to completion, who elect to write their theses in te reo Māori. Increased collaboration will result in the development of a shared postgraduate programme in te reo Māori, enhancing the digital literacy of learners and lecturers in te reo Māori.