The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
Supporting Learners includes support services for learners, pastoral care, organisational responsiveness and culture, and student engagement.
This Guideline articulates the characteristics of quality teaching and learning of information literacy in New Zealand higher education. These characteristics represent a synthesis of practices and principles. They are drawn from a wide variety of approaches to information literacy teaching and learning, ranging from standalone programmes through to information literacy that is integrated in core university curricula.
The University of Otago Library has created a three-tiered model to develop transferable information literacy skills that support lifelong learning. These tiers are standards-based and consist of:traditional user education-based tours and classesa generic information literacy competency guideand the embedding of information literacy into academic curricula
‘Student engagement’, defined as students’ involvement with activities and conditions likely to generate high-quality learning, is increasingly understood to be important for higher education quality. This report presents the first insights into students’ engagement in higher education in Australasia.
In examining the factors that affect attrition among distance online learners this paper focuses on the distinctive characteristics of mature adult learners undertaking part-time education by distance eLearning course for the first time. The available research suggests that attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control. This paper argues that first time eLearners often experience cognitive overload in the early stages of an online course and it is suggested that this is a likely contributor to high drop out rates, particularly in terms of those withdrawing within the first few weeks of the course start.