title: Student engagement and empowerment in a flipped engineering dynamics classroom

authors: Zaka, Pinelopi A.

subjects: flipped classroom

abstract: The flipped classroom model is increasingly used in tertiary education. Opportunities for active learning, col-laboration and interaction with the lecturer are some of the reported benefits associated with the use of flipped ap-proaches. These opportunities improve engagement and empowerment of students. This paper presents the results of a study on student experiences in a first year engineering dynamics Sum-mer semester course that used a flipped approach. This research used focus group interviews to determine the students’ sense of empowerment and engagement in the flipped classroom. The students’ ability to control the pace of their learning and the collaborative nature of in-class active learn-ing led to empowerment and an increase in confidence about their learning. Some students’ felt that they lacked suf-ficient discipline to succeed in self-directed learning. However, reassuring students that their out-of-class learning was beneficial was found to be a potential enabler to their confidence. Student engagement was also positively af-fected by the ability to control the pace of their learning, their increased flexibility in study timing and location, and active learning during the scheduled classes. Some students noted that their self-directed learning skills combined with workload issues presented unique challenges due to the flipped approach and negatively impacted their en-gagement. The paper concludes with recommendations for practice to further facilitate students’ sense of empowerment and engagement and may be of particular interest to engineering or other threshold technical subject pedagogy.

text: Student engagement and empowerment in a flipped engineering dynamics classroom The flipped classroom model is increasingly used in tertiary education. Opportunities for active learning, col-laboration and interaction with the lecturer are some of the reported benefits associated with the use of flipped ap-proaches. These opportunities improve engagement and empowerment of students. This paper presents the results of a study on student experiences in a first year engineering dynamics Sum-mer semester course that used a flipped approach. This research used focus group interviews to determine the students’ sense of empowerment and engagement in the flipped classroom. The students’ ability to control the pace of their learning and the collaborative nature of in-class active learn-ing led to empowerment and an increase in confidence about their learning. Some students’ felt that they lacked suf-ficient discipline to succeed in self-directed learning. However, reassuring students that their out-of-class learning was beneficial was found to be a potential enabler to their confidence. Student engagement was also positively af-fected by the ability to control the pace of their learning, their increased flexibility in study timing and location, and active learning during the scheduled classes. Some students noted that their self-directed learning skills combined with workload issues presented unique challenges due to the flipped approach and negatively impacted their en-gagement. The paper concludes with recommendations for practice to further facilitate students’ sense of empowerment and engagement and may be of particular interest to engineering or other threshold technical subject pedagogy.

year: 2018

title: Okun's law, asymmetries and jobless recoveries in the United States: A Markov-switching approach

authors: Holmes, Mark J.

subjects: Okun’s law

abstract: Prevailing Markov regime-switching approaches to asymmetries in Okun's law assume either asymmetry between unemployment and output across regimes or asymmetry within a regime. We combine both approaches and give an insight into the 1991 and 2001 United States ‘jobless recoveries’.

text: Okun's law, asymmetries and jobless recoveries in the United States: A Markov-switching approach Prevailing Markov regime-switching approaches to asymmetries in Okun's law assume either asymmetry between unemployment and output across regimes or asymmetry within a regime. We combine both approaches and give an insight into the 1991 and 2001 United States ‘jobless recoveries’.

year: 2006

title: Coaching for the game of life: Driving coaching with mana

authors: Were, Brandyn Māia

subjects: Kaupapa Māori

abstract: Coaching needs to account for culture. This indigenous autoethnography explores personal experience to show how I, a young Māori male coach in Aotearoa New Zealand, navigates the complex nature of coaching. By weaving together Kaupapa Māori, established coaching knowledge, and experiences from my playing and coaching journey to date, a Kaupapa Māori coaching framework emerges – Driving Coaching with Mana.

As I reflect on the teachings of my coach, Mr. Mel Young, combined with my cultural identity, I reconnect to critical moments in my life that have shaped the person I am today and the values I hold, elevating the centrality of culture through the practice of Kaupapa, Ako, Manaakitanga, Whanaungatanga, Wairuatanga, and self-reflection as Āta-kaiako (a reflective coach).

Driven to enhance the development of rangatahi (youth) through sport, and informed by literature and experience, Driving Coaching with Mana is personally and culturally grounded – a way of thinking about coaching differently and in a more holistic way. There is more to the people we coach than their lives as athletes. Coaching is more than skill acquisition.

text: Coaching for the game of life: Driving coaching with mana Coaching needs to account for culture. This indigenous autoethnography explores personal experience to show how I, a young Māori male coach in Aotearoa New Zealand, navigates the complex nature of coaching. By weaving together Kaupapa Māori, established coaching knowledge, and experiences from my playing and coaching journey to date, a Kaupapa Māori coaching framework emerges – Driving Coaching with Mana.

As I reflect on the teachings of my coach, Mr. Mel Young, combined with my cultural identity, I reconnect to critical moments in my life that have shaped the person I am today and the values I hold, elevating the centrality of culture through the practice of Kaupapa, Ako, Manaakitanga, Whanaungatanga, Wairuatanga, and self-reflection as Āta-kaiako (a reflective coach).

Driven to enhance the development of rangatahi (youth) through sport, and informed by literature and experience, Driving Coaching with Mana is personally and culturally grounded – a way of thinking about coaching differently and in a more holistic way. There is more to the people we coach than their lives as athletes. Coaching is more than skill acquisition.

year: 2023