Collaboration Between Teachers and Learning Advisors to Improve Learner Outcomes

Abstract

Qualitative research conducted at Toi Ohomai Institute of Technology investigated how kaiako (teachers) have been interacting with learning advisors (LA) and how they would like to engage with them to capitalise on their specialist skills to improve student outcomes. The research consisted of semi-structured interviews with 15 teachers from six campuses in the region, from a variety of teaching contexts including on-campus, online/distance, and mixed-mode learning. Teachers in a wide variety of subject areas were chosen to ascertain if there are different needs in any of those areas. The teachers were interviewed either in person or using Teams Meet software. Voice or video recordings were made and used for analysis and discussion. The results were tabulated and discussed by a panel of LA to find important implications of the study. The research determined that the experiences of teachers with LA are widely varied across the institute depending on factors such as geography, teaching styles, course duration, teacher and academic leader introductions to services, and other factors. All interviewees saw the value of LA but many were uncertain about how to engage with them and collaborate effectively at a classroom level. Where engagement exists at a classroom level, teachers are most satisfied with LA outcomes. The research indicates that closer collaboration can be achieved by increasing LA involvement in the classroom environment, particularly in areas identified as high needs. Critical to this collaboration is teachers’ facilitating contact with LA in the classroom. This collaboration will help identify student needs to enable timely interventions.