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: New Zealand coastal system boundaries, connections and management

authors: Hart, Deirdre E.

subjects: beach connectivity

abstract: Understanding coastal boundaries, connections and drivers of landscape change is integral to effective coastal planning and management. This concept is explored here through case studies representing two very different New Zealand systems: embayed sand beaches in eastern and western open-coast settings; and mixed sand and gravel coast river-mouth lagoons. When framed within a resource and environmental management context these studies indicate that national recognition of the dynamic and interactive nature of coastal environments is a relatively new and amorphous phenomenon in New Zealand and, as such, has been ineffective in driving integrated regional management practices and sustainable coastal outcomes.

text: New Zealand coastal system boundaries, connections and management Understanding coastal boundaries, connections and drivers of landscape change is integral to effective coastal planning and management. This concept is explored here through case studies representing two very different New Zealand systems: embayed sand beaches in eastern and western open-coast settings; and mixed sand and gravel coast river-mouth lagoons. When framed within a resource and environmental management context these studies indicate that national recognition of the dynamic and interactive nature of coastal environments is a relatively new and amorphous phenomenon in New Zealand and, as such, has been ineffective in driving integrated regional management practices and sustainable coastal outcomes.

year: 2008

title: One hundred years of Sylvia Ashton-Warner: An introduction.

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

text: One hundred years of Sylvia Ashton-Warner: An introduction. A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

year: 2008