title: Developing an online learning community: A model for enhancing lecturer and student learning experiences

authors: Khoo, Elaine G.L.

subjects: online learning community

abstract: This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. The model informs our understanding of appropriate conditions for the development of online learning communities and has implications for the design and facilitation of learning in such contexts.

text: Developing an online learning community: A model for enhancing lecturer and student learning experiences This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. The model informs our understanding of appropriate conditions for the development of online learning communities and has implications for the design and facilitation of learning in such contexts.

year: 2009

title: How we flipped an engineering course

authors: Khoo, Elaine G.L.

abstract: The flipped classroom emphasises active student-centred learning activities and application of ideas during class time by assigning take-home task for the student to complete prior to coming to class. This approach has been evidenced to support important learning of content and collaborative inquiry skills required of 21st century learners. However, more evidenced-based examples/models are needed to demystify the process of flipping the classroom for educators to more effectively support student learning. Our presentation is grounded in the case study of an undergraduate engineering course characterised by high student enrollments and a strong lab component. Incremental cycles of flipping the course supported the refinement of the course design, course materials, pedagogy and assessment.

text: How we flipped an engineering course The flipped classroom emphasises active student-centred learning activities and application of ideas during class time by assigning take-home task for the student to complete prior to coming to class. This approach has been evidenced to support important learning of content and collaborative inquiry skills required of 21st century learners. However, more evidenced-based examples/models are needed to demystify the process of flipping the classroom for educators to more effectively support student learning. Our presentation is grounded in the case study of an undergraduate engineering course characterised by high student enrollments and a strong lab component. Incremental cycles of flipping the course supported the refinement of the course design, course materials, pedagogy and assessment.

year: 2018

title: Te kaumoana Poronīhia: Ngā terenga onamata

authors: Tuaupiki, Jackie Whetumarama

subjects: Kōrero nehe

abstract: Tā tēnei tuhinga e whai ake nei, he wānanga i ngā pūtake o te whanaketanga mai o ngā iwi, nāna ngā motu o Poronīhia i whakakāinga, ka utaina te karangatanga ki runga ki a rātou, he iwi Poronīhia. Ko te pātai matua, i ahu mai ngā iwi Poronīhia i whea? Tēnei, ka hahaina ngā whakaaro Māori me ngā whakaaro Tauiwi e pā ana ki te pūtakenga mai o te iwi tāngata ki te ao. I konei, ka kitea te rerekē o te titiro ā-ao a ēnei iwi tāngata.

Ka ū te titiro ki Hawaiki, e tau ana ngā kōrero tuku iho a te ao Māori, ki te ao Poronīhia hoki. E mea ana te Māori, he tūrangawaewae taurikura a Hawaiki, he pā whakawairua hoki. Ka riariakina e au ngā whakapae mō tēnei karangatanga kāinga i mau roa ai i ōna iwi kōrero.

Ka huri rā ki te āta whakatewhatewha i ngā rangahau mō te horanga haeretanga o te iwi tāngata mai i whirika, ki  hia ki te tonga mā rāwhiti, ā, tau atu rā ki roto i ngā whaitua moana o Poronīhia. I konei, kua āta wānangahia e au ngā whakapae huhua mō ngā take i horapa haere ai ēnei iwi ki roto o Poronīhia, ka tahi. Ka rua, ka tirohia ngā tohe e pā ana ki tō rātou āheinga ki te whakatere i ō rātou waka. Ko ēnei kōrero, he whakatuwhera i te pūtea mātauranga mō runga i ngā mahi whakatere waka a ngā tūpuna Poronīhia.

text: Te kaumoana Poronīhia: Ngā terenga onamata Tā tēnei tuhinga e whai ake nei, he wānanga i ngā pūtake o te whanaketanga mai o ngā iwi, nāna ngā motu o Poronīhia i whakakāinga, ka utaina te karangatanga ki runga ki a rātou, he iwi Poronīhia. Ko te pātai matua, i ahu mai ngā iwi Poronīhia i whea? Tēnei, ka hahaina ngā whakaaro Māori me ngā whakaaro Tauiwi e pā ana ki te pūtakenga mai o te iwi tāngata ki te ao. I konei, ka kitea te rerekē o te titiro ā-ao a ēnei iwi tāngata.

Ka ū te titiro ki Hawaiki, e tau ana ngā kōrero tuku iho a te ao Māori, ki te ao Poronīhia hoki. E mea ana te Māori, he tūrangawaewae taurikura a Hawaiki, he pā whakawairua hoki. Ka riariakina e au ngā whakapae mō tēnei karangatanga kāinga i mau roa ai i ōna iwi kōrero.

Ka huri rā ki te āta whakatewhatewha i ngā rangahau mō te horanga haeretanga o te iwi tāngata mai i whirika, ki  hia ki te tonga mā rāwhiti, ā, tau atu rā ki roto i ngā whaitua moana o Poronīhia. I konei, kua āta wānangahia e au ngā whakapae huhua mō ngā take i horapa haere ai ēnei iwi ki roto o Poronīhia, ka tahi. Ka rua, ka tirohia ngā tohe e pā ana ki tō rātou āheinga ki te whakatere i ō rātou waka. Ko ēnei kōrero, he whakatuwhera i te pūtea mātauranga mō runga i ngā mahi whakatere waka a ngā tūpuna Poronīhia.

year: 2017