title: Student expectations of peers in academic asynchronous online discussion

authors: Forbes, Dianne Leslie

abstract: In open, flexible, and distance learning, asynchronous online discussion persists as a popular means of interaction and collaboration. The research literature abounds with consideration of instructor roles and expectations of teachers and tools. Student-to-student interaction is widely acknowledged as a salient benefit of asynchronous online discussion, with implications for collaborative learning and problem-solving, as well as student satisfaction and course commitment. But what do students expect of their peers when communicating online for learning purposes? This question has seldom been considered, despite common reliance on peer-to-peer learning interactions. This small-scale case study incorporates an online focus group and semi-structured interviews with second-year undergraduate students studying primary teaching in Aotearoa New Zealand. The students in this study expect responsive, free-flowing contributions by peers, culminating in discussion that is active and interactive. Given the imperative to value student experience and to involve students in active learning, it is timely to share peer expectations so that students are accountable to their class community and are better prepared for collaborative learning through asynchronous online discussion.

text: Student expectations of peers in academic asynchronous online discussion In open, flexible, and distance learning, asynchronous online discussion persists as a popular means of interaction and collaboration. The research literature abounds with consideration of instructor roles and expectations of teachers and tools. Student-to-student interaction is widely acknowledged as a salient benefit of asynchronous online discussion, with implications for collaborative learning and problem-solving, as well as student satisfaction and course commitment. But what do students expect of their peers when communicating online for learning purposes? This question has seldom been considered, despite common reliance on peer-to-peer learning interactions. This small-scale case study incorporates an online focus group and semi-structured interviews with second-year undergraduate students studying primary teaching in Aotearoa New Zealand. The students in this study expect responsive, free-flowing contributions by peers, culminating in discussion that is active and interactive. Given the imperative to value student experience and to involve students in active learning, it is timely to share peer expectations so that students are accountable to their class community and are better prepared for collaborative learning through asynchronous online discussion.

year: 2022

title: Student perceptions of paid and unpaid work placements: A comparative analysis

authors: Zegwaard, Karsten E.

abstract: Work-integrated learning (WIL) is an educational approach that is highly authentic and meaningful, therefore, some of the challenges within can be complex. Student wellbeing has been a focal point within higher education for some years (Konstantinou et al., 2023), albeit the debate around unpaid work placements has only recently been given some scholarly attention (see, e.g., Hoskyn et al., 2023).

text: Student perceptions of paid and unpaid work placements: A comparative analysis Work-integrated learning (WIL) is an educational approach that is highly authentic and meaningful, therefore, some of the challenges within can be complex. Student wellbeing has been a focal point within higher education for some years (Konstantinou et al., 2023), albeit the debate around unpaid work placements has only recently been given some scholarly attention (see, e.g., Hoskyn et al., 2023).

year: 2024

title: Kiwi, kapai, and kuia: Māori loanwords in New Zealand English children's picture books published between 1995 and 2005

authors: Macdonald, Daryl Eveline

abstract: Māori loanwords are a distinctive characteristic of New Zealand English (Deverson, 1991). A previous study of the frequency of Māori loanwords in New Zealand English children’s picture books showed an incidence of 56 words per thousand in a corpus of 13 books published by a single publishing house between 1995 and 2005 (Daly, 2007). The current study determined the frequency, semantic categories, and textual representations of loanwords in a corpus of nearly 500 children’s picture books published in New Zealand between 1995 and 2005. Results showed an incidence of 13 Māori loanwords per thousand words of text. Reasons for this difference in frequency and the potential effects of a relatively high incidence of Māori loanwords in children’s picture books are discussed in terms of the language use of the readers, the changing character of New Zealand English, and New Zealand national identity.

text: Kiwi, kapai, and kuia: Māori loanwords in New Zealand English children's picture books published between 1995 and 2005 Māori loanwords are a distinctive characteristic of New Zealand English (Deverson, 1991). A previous study of the frequency of Māori loanwords in New Zealand English children’s picture books showed an incidence of 56 words per thousand in a corpus of 13 books published by a single publishing house between 1995 and 2005 (Daly, 2007). The current study determined the frequency, semantic categories, and textual representations of loanwords in a corpus of nearly 500 children’s picture books published in New Zealand between 1995 and 2005. Results showed an incidence of 13 Māori loanwords per thousand words of text. Reasons for this difference in frequency and the potential effects of a relatively high incidence of Māori loanwords in children’s picture books are discussed in terms of the language use of the readers, the changing character of New Zealand English, and New Zealand national identity.

year: 2013