This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
{"title":"Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates","authors":"Nigel Pizzini","doi":"10.34074/proc.2206008","DOIUrl":"https://doi.org/10.34074/proc.2206008","url":null,"abstract":"This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"29 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113974482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannetjie Meintjes, Aleksandar Zivaljevic, Radhika Kumar
Masses of data are gathered by learning platforms while students are interacting with them. The learning analytics and knowledge (LAK) and educational data mining (EDM) research communities analyse these data to extract useful information. This study aims to give an overview and possible explanations for the findings of these research communities regarding the relationships between student online interactions and success or failure in a course. The available EDM and LAK literature from 2010 onwards was reviewed. Significant direct and indirect relationships between success and a range of variables were reported. The characteristics of good teaching and learning, as identified by Cognitive Load Theory (CLT), Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education, and Anderson’s Equivalence Theorem were then used as a framework to reflect on and attempt to explain the findings. For example, various studies found the number of logins to be negatively correlated with success. This may be anindication of poor study methods or a warning sign of a poorly designed site. Spending unexpectedly long periods on a task may indicate a poor match between the task’s cognitive load and the student’s level of readiness. Passively listening to recorded lectures as a study method is also linked to lower levels of success. These findings may inform the guidance given to students regarding studying successfully online and have some lessons for the design of online environments to promote successful learning. With the complementary use of EDM, LAK and pedagogical theory, the data generated by e-learning platforms provide useful pointers to improve online teaching and learning.
{"title":"Making Sense of E-Learning Platform Data to Inform Teaching and Learning Practice","authors":"Hannetjie Meintjes, Aleksandar Zivaljevic, Radhika Kumar","doi":"10.34074/proc.2206003","DOIUrl":"https://doi.org/10.34074/proc.2206003","url":null,"abstract":"Masses of data are gathered by learning platforms while students are interacting with them. The learning analytics and knowledge (LAK) and educational data mining (EDM) research communities analyse these data to extract useful information. This study aims to give an overview and possible explanations for the findings of these research communities regarding the relationships between student online interactions and success or failure in a course. The available EDM and LAK literature from 2010 onwards was reviewed. Significant direct and indirect relationships between success and a range of variables were reported. The characteristics of good teaching and learning, as identified by Cognitive Load Theory (CLT), Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education, and Anderson’s Equivalence Theorem were then used as a framework to reflect on and attempt to explain the findings. For example, various studies found the number of logins to be negatively correlated with success. This may be anindication of poor study methods or a warning sign of a poorly designed site. Spending unexpectedly long periods on a task may indicate a poor match between the task’s cognitive load and the student’s level of readiness. Passively listening to recorded lectures as a study method is also linked to lower levels of success. These findings may inform the guidance given to students regarding studying successfully online and have some lessons for the design of online environments to promote successful learning. With the complementary use of EDM, LAK and pedagogical theory, the data generated by e-learning platforms provide useful pointers to improve online teaching and learning.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125879533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Heath, Amanda Perry, Eltahir F. Kabbar, S. Palfreyman
Aotearoa New Zealand’s health response during the first wave of the Covid-19 pandemic significantly impacted the tertiary education sector. Lecturers at tertiary institutions were required to make a rapid transition from familiar in-person teaching to teaching online as they navigated and responded to these unexpected and unplanned changes. The purpose of this paper is to present the results of a descriptive survey of tertiary-sector lecturers (n = 56) across five disciplines following Aotearoa New Zealand’s first lockdown in March 2020. The study aimed to describe how the Covid-19 pandemic impacted teaching practice in one Aotearoa New Zealand polytechnic. It documented the impact of unexpected transition from in-person to online teaching from the lecturers’ perspectives. An anonymous online survey was available for three weeks. It asked lecturers to identify their level of concern about online course delivery pre and post the initial lockdown event, and to comment on the challenges the lockdown presented. Participants were also asked to identify opportunities and benefits from their experience. Descriptive statistics are provided to show frequencies and to summarise information about the participants. Statistical analyses were conducted using IBM SPSS Version 25 software using Levene’s Test for Equality of Variances and t-test. Qualitative analysis of the lecturers’ free-text responses was undertaken using Braun and Clarke’s (2006) general inductive approach. Analysis showed lecturers were initially concerned about the rapid shift to emergency remote teaching (ERT). Challenges reported included internet access and other technology-related issues, as well as curtailment of laboratory, simulated and experiential learning opportunities especially important in vocational education. This once-in-a-career opportunity provided lecturers with prolonged exposure to teaching remotely and enabled discovery and creativity which could be integrated immediately to support student learning and be used to shape future responses to adverse circumstances.
新西兰在第一波Covid-19大流行期间的卫生应对措施严重影响了高等教育部门。高等院校的讲师被要求从熟悉的面对面教学快速过渡到在线教学，因为他们要应对这些意想不到的、计划外的变化。本文的目的是介绍一项描述性调查的结果，该调查是在2020年3月新西兰奥特阿瓦首次封锁后对五个学科的第三部门讲师(n = 56)进行的。该研究旨在描述Covid-19大流行如何影响新西兰奥特罗阿一所理工学院的教学实践。它从讲师的角度记录了从面对面教学到在线教学的意外转变的影响。一项为期三周的匿名在线调查。它要求讲师确定他们对最初封锁事件前后在线课程交付的关注程度，并就封锁带来的挑战发表评论。参与者还被要求从他们的经历中找出机会和好处。提供描述性统计来显示频率并总结有关参与者的信息。统计学分析采用IBM SPSS Version 25软件，采用Levene’s检验方差相等性和t检验。使用布劳恩和克拉克(2006)的一般归纳方法对讲师的自由文本回答进行定性分析。分析表明，讲师最初担心的是向紧急远程教学(ERT)的快速转变。报告的挑战包括互联网接入和其他与技术有关的问题，以及实验室、模拟和体验式学习机会的减少，这在职业教育中尤为重要。这个千载难逢的机会为讲师提供了长期的远程教学机会，并使发现和创造力能够立即整合到支持学生的学习中，并用于塑造未来对不利环境的反应。
{"title":"Online from Monday: Lecturers’ Experiences of the Rapid Transition to Online Learning Delivery Following the First National Emergency Response to Covid-19","authors":"S. Heath, Amanda Perry, Eltahir F. Kabbar, S. Palfreyman","doi":"10.34074/proc.2206002","DOIUrl":"https://doi.org/10.34074/proc.2206002","url":null,"abstract":"Aotearoa New Zealand’s health response during the first wave of the Covid-19 pandemic significantly impacted the tertiary education sector. Lecturers at tertiary institutions were required to make a rapid transition from familiar in-person teaching to teaching online as they navigated and responded to these unexpected and unplanned changes. The purpose of this paper is to present the results of a descriptive survey of tertiary-sector lecturers (n = 56) across five disciplines following Aotearoa New Zealand’s first lockdown in March 2020. The study aimed to describe how the Covid-19 pandemic impacted teaching practice in one Aotearoa New Zealand polytechnic. It documented the impact of unexpected transition from in-person to online teaching from the lecturers’ perspectives. An anonymous online survey was available for three weeks. It asked lecturers to identify their level of concern about online course delivery pre and post the initial lockdown event, and to comment on the challenges the lockdown presented. Participants were also asked to identify opportunities and benefits from their experience. Descriptive statistics are provided to show frequencies and to summarise information about the participants. Statistical analyses were conducted using IBM SPSS Version 25 software using Levene’s Test for Equality of Variances and t-test. Qualitative analysis of the lecturers’ free-text responses was undertaken using Braun and Clarke’s (2006) general inductive approach. Analysis showed lecturers were initially concerned about the rapid shift to emergency remote teaching (ERT). Challenges reported included internet access and other technology-related issues, as well as curtailment of laboratory, simulated and experiential learning opportunities especially important in vocational education. This once-in-a-career opportunity provided lecturers with prolonged exposure to teaching remotely and enabled discovery and creativity which could be integrated immediately to support student learning and be used to shape future responses to adverse circumstances.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132555957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dams play a vital role in supplying fresh water to many cities all over the world. With increasing pressure on and demand for natural resources, water supply remains a scarce resource worldwide. During times of uncertainty, predicting the future availability of water supply by considering various hydrometric and anthropogenic variables will provide a framework for future scenario forecasting and a model-based approach to sustainable water management. To this end, this project proposes a multivariate time-series analysis and forecasting model to both analyse and forecast daily water-level fluctuations in three water-supply dams: Upper Nihotupu, Waitākere and Mangatangi, located in the Tāmaki Makaurau Auckland and Waikato regions of Aotearoa New Zealand.
{"title":"Forecasting Water-Level Fluctuation in Water-Supply Dams of the Auckland and Waikato Regions","authors":"Pramith Waidyaratne, D. Philips","doi":"10.34074/proc.2206010","DOIUrl":"https://doi.org/10.34074/proc.2206010","url":null,"abstract":"Dams play a vital role in supplying fresh water to many cities all over the world. With increasing pressure on and demand for natural resources, water supply remains a scarce resource worldwide. During times of uncertainty, predicting the future availability of water supply by considering various hydrometric and anthropogenic variables will provide a framework for future scenario forecasting and a model-based approach to sustainable water management. To this end, this project proposes a multivariate time-series analysis and forecasting model to both analyse and forecast daily water-level fluctuations in three water-supply dams: Upper Nihotupu, Waitākere and Mangatangi, located in the Tāmaki Makaurau Auckland and Waikato regions of Aotearoa New Zealand.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122023969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the global context of the Covid-19 pandemic, migrant workers and their families are subject to job cuts, state-imposed restrictions, hostility, discrimination, prejudice and harassment from communities who fear catching the virus from them. They receive little or no state support compared to other population groups. How have migrant workers and their families managed these challenges? What could be learned from them in terms of pandemic management and support to vulnerable groups? Findings from a study in a Laotian province bordering Thailand show that returning migrant workers and their families sourced and used social capital to mitigate the impacts of the first wave of Covid-19. Their social-capital strategies have helped them to cope with the pandemic. Implications are discussed along with recommendations for support and intervention.
{"title":"Using Social Capital to Mitigate Impacts of Covid-19: Lessons from Returning Migrant Workers and Their Families in a Laotian Province Bordering Thailand","authors":"An H. Dang","doi":"10.34074/proc.2206009","DOIUrl":"https://doi.org/10.34074/proc.2206009","url":null,"abstract":"In the global context of the Covid-19 pandemic, migrant workers and their families are subject to job cuts, state-imposed restrictions, hostility, discrimination, prejudice and harassment from communities who fear catching the virus from them. They receive little or no state support compared to other population groups. How have migrant workers and their families managed these challenges? What could be learned from them in terms of pandemic management and support to vulnerable groups? Findings from a study in a Laotian province bordering Thailand show that returning migrant workers and their families sourced and used social capital to mitigate the impacts of the first wave of Covid-19. Their social-capital strategies have helped them to cope with the pandemic. Implications are discussed along with recommendations for support and intervention.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117262012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Living in a low socioeconomic region, students in Northland, Aotearoa New Zealand have complex and diverse needs that interfere with their study efforts. This paper aims to understand student needs and how they are met in the case of NorthTec, the key onsite provider of tertiary education and vocational training, to tease out lessons and develop suggestions for improvement. Drawing on NorthTec’s First Impression Survey (FIS) and Student Hardship Study (SHS) in 2021, the paper shows students’ high satisfaction is linked to staff support, easy access to good-quality utilities and resources, and quality education and training at NorthTec. There remain unmet needs and tensions that require improvements by the institution, on which the authors will elaborate, for better educational outcomes for social justice and equity.
{"title":"Understanding and Responding to Student Needs in Tertiary and Vocational Education: Insights from NorthTec by Dr Angie Dang and Anthea Raven","authors":"An H. Dang, Anthea Raven","doi":"10.34074/proc.2206007","DOIUrl":"https://doi.org/10.34074/proc.2206007","url":null,"abstract":"Living in a low socioeconomic region, students in Northland, Aotearoa New Zealand have complex and diverse needs that interfere with their study efforts. This paper aims to understand student needs and how they are met in the case of NorthTec, the key onsite provider of tertiary education and vocational training, to tease out lessons and develop suggestions for improvement. Drawing on NorthTec’s First Impression Survey (FIS) and Student Hardship Study (SHS) in 2021, the paper shows students’ high satisfaction is linked to staff support, easy access to good-quality utilities and resources, and quality education and training at NorthTec. There remain unmet needs and tensions that require improvements by the institution, on which the authors will elaborate, for better educational outcomes for social justice and equity.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132926899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment had to be developed. The methodology for this project was constructivist grounded theory coupled with a socio-constructivist ethos. The method of data collection was an anonymous survey of students, lecturers and centre-based teachers. The findings indicate an unexpected growth in student empowerment in discussing their own practice.
{"title":"Reconceptualising the Assessment Practices Within Early Childhood Field Placements: Using Collaborative Reflective Conversations to Mentor Student Teachers on Practicum","authors":"J. Perry, Sarah Probine","doi":"10.34074/proc.2206004","DOIUrl":"https://doi.org/10.34074/proc.2206004","url":null,"abstract":"The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment had to be developed. The methodology for this project was constructivist grounded theory coupled with a socio-constructivist ethos. The method of data collection was an anonymous survey of students, lecturers and centre-based teachers. The findings indicate an unexpected growth in student empowerment in discussing their own practice.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116178355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contemporary music performances are typically assessed by criteria such as Musicianship, Accuracy, Technique, Professionalism and Contribution. These measures continue to be used despite low discrimination between them and specific items on the assessment schedules (Thompson & Williamon, 2003). In addition, there is a lack of objective evidence that assessment is truly comprehensive. Greater transparency in domain definition and comprehensiveness may aid understanding of the rubric, and lead to better assessment. This study investigated whether popular-music performance assessment criteria are supported by a multidimensional scaling analysis (MDS). What might an MDS analysis contribute to confidence in the validity of these common measures of music performance? Performance students and tutors at an Aotearoa New Zealand tertiary music institute participated in focus-group sessions where they answered structured questionnaires. These provided descriptors of musical efforts that contribute to successful music shows. These descriptors of performance were then mapped using a mixed-method process with concept mapping (Coxon, 1999; Trochim & Kane, 2005), and card sorting via novel use of web-based user experience (UX) platform OptimalSort (Paea & Baird, 2018). The MDS analysis of the descriptor item set, and comparison of emergent clusters with typical rubric, revealed alternative constructs underlying the language of music performance assessment. Results suggest that the incumbent measures confound important dimensions. The importance of collaborative interaction in the development of musical skill is suggested by our analysis, and this is supported by findings in the literature (Green, 2008; Schiavio et al., 2020). The more comprehensive and detailed description of music performance constructs provided by this MDS approach may illuminate music performance studies and lead to greater understanding of how assessment may best benefit learning.
{"title":"Reconceptualising Tertiary Contemporary Music Performance Assessment","authors":"Chris Orange","doi":"10.34074/proc.2206006","DOIUrl":"https://doi.org/10.34074/proc.2206006","url":null,"abstract":"Contemporary music performances are typically assessed by criteria such as Musicianship, Accuracy, Technique, Professionalism and Contribution. These measures continue to be used despite low discrimination between them and specific items on the assessment schedules (Thompson & Williamon, 2003). In addition, there is a lack of objective evidence that assessment is truly comprehensive. Greater transparency in domain definition and comprehensiveness may aid understanding of the rubric, and lead to better assessment. This study investigated whether popular-music performance assessment criteria are supported by a multidimensional scaling analysis (MDS). What might an MDS analysis contribute to confidence in the validity of these common measures of music performance? Performance students and tutors at an Aotearoa New Zealand tertiary music institute participated in focus-group sessions where they answered structured questionnaires. These provided descriptors of musical efforts that contribute to successful music shows. These descriptors of performance were then mapped using a mixed-method process with concept mapping (Coxon, 1999; Trochim & Kane, 2005), and card sorting via novel use of web-based user experience (UX) platform OptimalSort (Paea & Baird, 2018). The MDS analysis of the descriptor item set, and comparison of emergent clusters with typical rubric, revealed alternative constructs underlying the language of music performance assessment. Results suggest that the incumbent measures confound important dimensions. The importance of collaborative interaction in the development of musical skill is suggested by our analysis, and this is supported by findings in the literature (Green, 2008; Schiavio et al., 2020). The more comprehensive and detailed description of music performance constructs provided by this MDS approach may illuminate music performance studies and lead to greater understanding of how assessment may best benefit learning.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131766305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Culture and diversity are familiar yet challenging concepts for early childhood kaiako (teachers). This is a background paper to stimulate thoughts and queries around cultural components in early childhood environments. The author presents findings from a completed research that supports culturally responsive practices within the early childhood teacher education context. The completed research applies a Teaching as Inquiry model to formulate queries for the lecturers. The author then proposes a future research project within the early childhood education context to explore the components of culture. Under a sociocultural research framework, the proposed research aims to collect data from a range of early childhood settings in Tāmaki Makaurau Auckland. Convenience sampling will be used to select willing centres from the initial teacher education (ITE) providers’ database. With the collected data, the proposed study is aimed at enabling participants to develop a reusable reflection model for early childhood kaiako who seek to embrace culturally relevant pedagogy. In support of the proposal, the author theoretically applies a Teaching as Inquiry model to selected questions for reflection listed in Te Whāriki, the early childhood curriculum. The discussion may extract thoughts to help kaiako to formulate focus queries, learning queries and teaching queries within the early childhood education environment.
{"title":"Inquiring About Cultural Components of Early Childhood Education","authors":"T. Afrin","doi":"10.34074/proc.2206005","DOIUrl":"https://doi.org/10.34074/proc.2206005","url":null,"abstract":"Culture and diversity are familiar yet challenging concepts for early childhood kaiako (teachers). This is a background paper to stimulate thoughts and queries around cultural components in early childhood environments. The author presents findings from a completed research that supports culturally responsive practices within the early childhood teacher education context. The completed research applies a Teaching as Inquiry model to formulate queries for the lecturers. The author then proposes a future research project within the early childhood education context to explore the components of culture. Under a sociocultural research framework, the proposed research aims to collect data from a range of early childhood settings in Tāmaki Makaurau Auckland. Convenience sampling will be used to select willing centres from the initial teacher education (ITE) providers’ database. With the collected data, the proposed study is aimed at enabling participants to develop a reusable reflection model for early childhood kaiako who seek to embrace culturally relevant pedagogy. In support of the proposal, the author theoretically applies a Teaching as Inquiry model to selected questions for reflection listed in Te Whāriki, the early childhood curriculum. The discussion may extract thoughts to help kaiako to formulate focus queries, learning queries and teaching queries within the early childhood education environment.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130707877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of chatbots in a customer-service context is one instance of the application of digital technology to generate a competitive advantage for business. Chatbot service offers precise, instant and tailored responses for customer enquiries through a range of communication channels to many users simultaneously. However, there are concerns about customers’ perceptions of whether chatbots offer a human-like experience in customer-service interactions. The focus of this study is to investigate customers’ perceptions of the use of Air New Zealand’s chatbot customer service and its effects on customer satisfaction. This exploratory study adopted qualitative methodology using semi-structured interviews for the collection of primary data from 11 users of Air New Zealand’s chatbot service, Bravo Oscar Tango (Oscar). The results show that the chatbot service is appropriate for solving routine customer problems, providing standardised information for frequently asked questions (FAQs) and resolving non-complex customer issues. Generally, respondents were satisfied with Oscar’s service quality. However, customers perceived that the customer-service interactions lack the human-like qualities of a human customer-service agent for resolving complex customer queries. The quality of the chatbot service did not substantially impact on customers’ overall satisfaction with Air New Zealand.
在客户服务环境中使用聊天机器人是应用数字技术为企业创造竞争优势的一个例子。聊天机器人服务通过多种沟通渠道，为多个用户同时提供精确、即时和量身定制的客户查询响应。然而，客户对聊天机器人是否在客户服务互动中提供类似人类的体验的看法令人担忧。本研究的重点是调查客户对使用新西兰航空公司聊天机器人客户服务的看法及其对客户满意度的影响。本探索性研究采用半结构化访谈的定性方法，收集了新西兰航空公司聊天机器人服务Bravo Oscar Tango(奥斯卡)的11名用户的原始数据。结果表明，聊天机器人服务适用于解决日常客户问题，为常见问题(FAQs)提供标准化信息，并解决非复杂的客户问题。总体而言，受访者对奥斯卡的服务质量感到满意。然而，客户认为客户服务交互缺乏解决复杂客户查询的人类客户服务代理的类似人类的品质。聊天机器人服务的质量并没有对顾客对新西兰航空公司的总体满意度产生实质性影响。
{"title":"Using Chatbots in Customer Service: A Case Study of Air New Zealand","authors":"Le Thi Phuong Anh, Edwin Rajah","doi":"10.34074/proc.2206011","DOIUrl":"https://doi.org/10.34074/proc.2206011","url":null,"abstract":"The use of chatbots in a customer-service context is one instance of the application of digital technology to generate a competitive advantage for business. Chatbot service offers precise, instant and tailored responses for customer enquiries through a range of communication channels to many users simultaneously. However, there are concerns about customers’ perceptions of whether chatbots offer a human-like experience in customer-service interactions. The focus of this study is to investigate customers’ perceptions of the use of Air New Zealand’s chatbot customer service and its effects on customer satisfaction. This exploratory study adopted qualitative methodology using semi-structured interviews for the collection of primary data from 11 users of Air New Zealand’s chatbot service, Bravo Oscar Tango (Oscar). The results show that the chatbot service is appropriate for solving routine customer problems, providing standardised information for frequently asked questions (FAQs) and resolving non-complex customer issues. Generally, respondents were satisfied with Oscar’s service quality. However, customers perceived that the customer-service interactions lack the human-like qualities of a human customer-service agent for resolving complex customer queries. The quality of the chatbot service did not substantially impact on customers’ overall satisfaction with Air New Zealand.","PeriodicalId":103335,"journal":{"name":"Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7","volume":"517 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116231869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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