title: Online scaffolding in a fully online educational leadership course

authors: da Rosa Ferrarelli, Lisabeth

subjects: Online scaffolding

abstract: Online scaffolding encompasses a range of effective teaching strategies that help students to achieve their learning goals while at the same time exercising their autonomy. Although online scaffolding is crucial for student learning, not much is known about scaffolding in an online post-graduate course. In order to address this research gap, this study explored the intricacies of online scaffolding in a fully online educational leadership course. Through a mixed-method research design, a case study was developed weaving the perspectives and actions of lecturers and students in a fully online post-graduate educational leadership course. Two interviews with lecturers, two student online surveys and two online forum discussion logs, each one from the start and the end of the course, were analysed using content and statistical analyses. The theory of transactional distance provided a theoretical framework and the literature on scaffolding in distance education guided the analysis process. A third online space, the Question & Answer section, was archived and analysed in order to enrich insights that were emerging from the other data sources. Research outcomes revealed that lecturers’ understanding of online scaffolding focused on the design and use of resources, modelling, and the use of questioning in forum discussions in order to facilitate learner engagement with content. At the beginning of the course, lecturers provided a high level of procedural and social scaffolding followed by an on-going learner support (strategic scaffolding), which peaked before assignment deadlines. Students thought of online scaffolding as a coaching process in which lecturers monitor learners’ online engagement to provide encouragement, identify misconceptions, and provide direction and feedback when necessary. Furthermore, procedural and strategic scaffolding were reported by students as essential forms of learner support. In particular, students felt that formative and timely feedback was paramount to their online scaffolding and expected lecturers to offer procedural, social, and strategic scaffolding. Sharing of professional experiences and visual resources, a more informal tone of communication, and the use of students’ and lecturers’ names in online postings were evident throughout the course. In addition, peer scaffolding in online discussions was encouraged by the lecturer and practised by students through a range of strategies, including agreement with others’ ideas, acknowledgment of peers’ postings, and answering questions raised by peers. Some suggestions for enhancing online scaffolding in this course, and online teaching in general, include creating a course road map, describing the pace of the course, creating online participation and peer facilitation guidelines, and others.

text: Online scaffolding in a fully online educational leadership course Online scaffolding encompasses a range of effective teaching strategies that help students to achieve their learning goals while at the same time exercising their autonomy. Although online scaffolding is crucial for student learning, not much is known about scaffolding in an online post-graduate course. In order to address this research gap, this study explored the intricacies of online scaffolding in a fully online educational leadership course. Through a mixed-method research design, a case study was developed weaving the perspectives and actions of lecturers and students in a fully online post-graduate educational leadership course. Two interviews with lecturers, two student online surveys and two online forum discussion logs, each one from the start and the end of the course, were analysed using content and statistical analyses. The theory of transactional distance provided a theoretical framework and the literature on scaffolding in distance education guided the analysis process. A third online space, the Question & Answer section, was archived and analysed in order to enrich insights that were emerging from the other data sources. Research outcomes revealed that lecturers’ understanding of online scaffolding focused on the design and use of resources, modelling, and the use of questioning in forum discussions in order to facilitate learner engagement with content. At the beginning of the course, lecturers provided a high level of procedural and social scaffolding followed by an on-going learner support (strategic scaffolding), which peaked before assignment deadlines. Students thought of online scaffolding as a coaching process in which lecturers monitor learners’ online engagement to provide encouragement, identify misconceptions, and provide direction and feedback when necessary. Furthermore, procedural and strategic scaffolding were reported by students as essential forms of learner support. In particular, students felt that formative and timely feedback was paramount to their online scaffolding and expected lecturers to offer procedural, social, and strategic scaffolding. Sharing of professional experiences and visual resources, a more informal tone of communication, and the use of students’ and lecturers’ names in online postings were evident throughout the course. In addition, peer scaffolding in online discussions was encouraged by the lecturer and practised by students through a range of strategies, including agreement with others’ ideas, acknowledgment of peers’ postings, and answering questions raised by peers. Some suggestions for enhancing online scaffolding in this course, and online teaching in general, include creating a course road map, describing the pace of the course, creating online participation and peer facilitation guidelines, and others.

year: 2015

title: Partnerships and participation in catchment scale restoration: A study of the Manga-o-tama, Ōhaupō Peat Lakes to Waipā River Catchment Restoration Project

authors: Kingsford, Natasha

subjects: Multistakeholder partnerships

abstract: With a changing climate, rapidly declining ecosystems and an increasing population, the time to act and redefine society’s relationship with the environment is upon us (Chapin et al., 2012; Jenkins, 2018). Collaborative approaches to environmental management have emerged across the globe to better provide holistic and sustainable outcomes for people and the planet (Fenemor et al., 2011; Reo et al., 2017). At the heart of landscape scale collaboration lies the formation of multistakeholder partnerships. This study investigates the factors that influence the formation of successful multistakeholder partnerships in collaborative catchment scale restoration, in an Aotearoa New Zealand setting.

Using a case study, the Manga-o-tama, Ōhaupō Peat Lakes to Waipā River Catchment Restoration Project, this research explores the interconnected social, political, economic and environmental factors at play in a collaborative partnership. Ostrom’s (2007, 2009) social- ecological systems framework guided the organisation and analysis of this study. Qualitative research methods comprising a comprehensive literature review, nine semi-structured interviews, document analysis and observations were carried out in this case-study analysis.

The findings show that purposeful and ongoing participatory processes are required to support the development of an effective partnership and a shared understanding. Participants in this study are largely motivated by a connection to the environment and a community, with a sense of stewardship or sense of place being key to supporting participation and ongoing behaviour change. Organisational barriers and challenges, including that of funding, capacity issues and the need to further strengthen relationships between some stakeholder groups were identified. Project planning and funding models that allow for adaptative management and social and ecological learning were also identified as being highly valuable to establishing effective collaborative partnerships. This thesis contributes to the field of multistakeholder partnership and social-ecological systems research, with a specific focus on catchment scale collaborations in an Aotearoa New Zealand context.

text: Partnerships and participation in catchment scale restoration: A study of the Manga-o-tama, Ōhaupō Peat Lakes to Waipā River Catchment Restoration Project With a changing climate, rapidly declining ecosystems and an increasing population, the time to act and redefine society’s relationship with the environment is upon us (Chapin et al., 2012; Jenkins, 2018). Collaborative approaches to environmental management have emerged across the globe to better provide holistic and sustainable outcomes for people and the planet (Fenemor et al., 2011; Reo et al., 2017). At the heart of landscape scale collaboration lies the formation of multistakeholder partnerships. This study investigates the factors that influence the formation of successful multistakeholder partnerships in collaborative catchment scale restoration, in an Aotearoa New Zealand setting.

Using a case study, the Manga-o-tama, Ōhaupō Peat Lakes to Waipā River Catchment Restoration Project, this research explores the interconnected social, political, economic and environmental factors at play in a collaborative partnership. Ostrom’s (2007, 2009) social- ecological systems framework guided the organisation and analysis of this study. Qualitative research methods comprising a comprehensive literature review, nine semi-structured interviews, document analysis and observations were carried out in this case-study analysis.

The findings show that purposeful and ongoing participatory processes are required to support the development of an effective partnership and a shared understanding. Participants in this study are largely motivated by a connection to the environment and a community, with a sense of stewardship or sense of place being key to supporting participation and ongoing behaviour change. Organisational barriers and challenges, including that of funding, capacity issues and the need to further strengthen relationships between some stakeholder groups were identified. Project planning and funding models that allow for adaptative management and social and ecological learning were also identified as being highly valuable to establishing effective collaborative partnerships. This thesis contributes to the field of multistakeholder partnership and social-ecological systems research, with a specific focus on catchment scale collaborations in an Aotearoa New Zealand context.

year: 2022

title: Informed consent in the Aotearoa New Zealand context

authors: Cargo, Tania

abstract: Psychologists are in very privileged positions; we use our clinical, community, academic, and research skills to support individuals, families, and communities, often during extremely vulnerable times in their lives. Psychologists have specific duties and responsibilities to not only offer a competent and ethical service, but to ensure that clients have been engaged in an open and honest process of gaining informed consent before a psychological service is offered, and either accepted or declined by the client (Knapp, Gottlieb, & Handelsman, 2015; Nagy, 2011).

text: Informed consent in the Aotearoa New Zealand context Psychologists are in very privileged positions; we use our clinical, community, academic, and research skills to support individuals, families, and communities, often during extremely vulnerable times in their lives. Psychologists have specific duties and responsibilities to not only offer a competent and ethical service, but to ensure that clients have been engaged in an open and honest process of gaining informed consent before a psychological service is offered, and either accepted or declined by the client (Knapp, Gottlieb, & Handelsman, 2015; Nagy, 2011).

year: 2016