Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/004
Nigel Gearing
The aim of this article is to inform deep, contextualized insight into understanding why internal and external factors caused the amotivation of an English as a Foreign Language (EFL) instructor’s attempts to acquire Korean online. Amotivation is a learner’s realization that either their current learning trajectory is too difficult or pointless, and demotivation is a specific trigger leading to amotivation (Dörnyei ; Ushioda, 2011). Patricia was one of 14 English L1 English speaking EFL instructors employed by a South Korean university to participate in my PhD in Applied Linguistics entitled Factors Affecting the Motivation to Learn Korean by EFL Professors Living Permanently in South Korea. She was the sole one-year longitudinal case study in this qualitative research and its only participant to self-study Korean online. I analyse her less than satisfactory experience through the theoretical lenses of Dörnyei’s (2009) L2 Motivational Self-System and Dörnyei and Ottό’s (1998) Process Model of Motivation
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/003
Ruth Thomas
This ATLAANZ 2022 conference presentation was based on the experiences of an interviewee in the author’s research on students’ experiences and perceptions of learning support services at Toi Ohomai Te Pūkenga (Toi Ohomai). The interviewee had graduated from a Kura Kaupapa Māori (KKM) in a small town, where they had studied science in te reo Māori. At Toi Ohomai, they felt unable to disclose to the tutor of their English-medium, science-based course that they were not familiar with the vocabulary being used. The tutor, meanwhile, assumed all their learners knew the English terms. The interviewee described how in class they “felt dumb”. At the same time, they were trying to adjust to life in a city which was very different. I reflected on how KKM graduates could be better supported. I concluded that if Toi Ohomai tutors and staff had a way to identify KKM graduates, they could proactively offer them support and resources. I explored options for identifying ākonga from Māori-medium education in the Toi Ohomai learning management system. I then spoke with the Head of Māori Success at Toi Ohomai, who discussed the idea with colleagues. An alternative approach was agreed upon, based on the core practice of knowing the learner.
这篇ATLAANZ 2022年的会议发言是基于作者在Toi Ohomai Te Pūkenga（Toi Ohomai）进行的关于学生对学习支持服务的体验和看法的研究中的一位受访者的经历。受访者毕业于一个小镇上的毛利高中（Kura Kaupapa Māori，KKM），在那里他们用毛利语学习科学。在 Toi Ohomai，他们感到无法向以英语为教学语言、以科学为基础的课程的辅导教师透露他们不熟悉所使用的词汇。而导师则认为所有学生都知道这些英语词汇。受访者描述了他们在课堂上是如何 "觉得自己很笨 "的。与此同时，他们也在努力适应这个截然不同的城市的生活。我思考了如何为 KKM 的毕业生提供更好的支持。我的结论是，如果 Toi Ohomai 的辅导员和工作人员有办法识别 KKM 的毕业生，他们就可以主动为他们提供支持和资源。我探索了在 Toi Ohomai 学习管理系统中识别来自毛利语教育的 ākonga 的方案。随后，我与 Toi Ohomai 的毛利成功教育负责人进行了交谈，他与同事们讨论了这一想法。在了解学习者这一核心做法的基础上，大家商定了另一种方法。
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/008
Marcus Brons
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.
在大皇迈技术学院（Toi Ohomai Institute of Technology）开展的定性研究调查了教师（kaiako）与学习顾问（LA）之间的互动方式，以及他们希望如何与学习顾问合作，利用学习顾问的专业技能来提高学生的学习成绩。研究包括对来自该地区六个校区的 15 名教师进行半结构式访谈，访谈内容涉及校内、在线/远程和混合模式学习等各种教学环境。我们选择了不同学科领域的教师，以确定这些领域是否有不同的需求。对教师进行了面谈或使用 Teams Meet 软件进行了访谈。我们制作了录音或录像，用于分析和讨论。研究结果以表格形式列出，并由一个法律小组进行讨论，以找出研究的重要意义。研究发现，由于地理位置、教学风格、课程持续时间、教师和学术带头人对服务的介绍以及其他因素的不同，各学院教师对洛杉矶大学的体验也大相径庭。所有受访者都看到了 "实验室 "的价值，但许多人都不确定如何在课堂上与 "实验室 "有效合作。在课堂层面上，教师对 "法律服务 "的成果最为满意。研究表明，可以通过让法律顾问更多地参与课堂教学，特别是在被确定为高需求的领域，来实现更密切的合作。这种合作的关键是教师在课堂上促进与法律顾问的接触。这种合作将有助于确定学生的需要，以便及时采取干预措施。
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/002
Ruth Thomas
Following the merger of Bay of Plenty Polytechnic and Waiariki Institute of Technology to become Toi Ohomai Te Pūkenga, the newly formed Te Ranga Eke Panuku / Learning Success and Engagement (LSE) team combined and redeveloped their services. In this article the author reflects on her ATLAANZ 2022 conference presentation, which shared distance students’ perspectives from her master’s research on the revised services. The author’s study explored whether and how the LSE services were meeting student needs and how the services could be further improved. Analysis of the survey (n=278) and interview (n=12) data revealed gaps in awareness of support services across all learner groups. However, distance students were less connected to the support services than on-campus learners, and the researcher found unmet academic and pastoral needs among distance participants. In addition, participants stated that they had been looking for ways to express their opinions and saw the research survey as an opportunity to ‘have their say’ to make improvements. As per the Pastoral Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021, the LSE team has increased promotion of services for distance learners, and developed more resources. A booking system now gives ākonga agency in accessing the services, and tutors can similarly book in-class support. The research illustrates that all Te Pūkenga students, whether distance, campus-based, or work-based, require access to online services during flexible hours. Further, every distance and work-based learner, should be able to access face-to-face support at their nearest campus, alongside their campus-based peers, within and beyond regular hours.
在丰盛湾理工学院和怀阿里基理工学院合并成为Toi Ohomai Te Pūkenga之后，新成立的Te Ranga Eke Panuku/学习成功与参与（LSE）团队合并并重新开发了他们的服务。在本文中，作者回顾了她在 ATLAANZ 2022 年会议上的发言，其中分享了她的硕士研究中远程学生对修订后服务的看法。作者的研究探讨了 LSE 服务是否以及如何满足学生的需求，以及如何进一步改进服务。对调查（n=278）和访谈（n=12）数据的分析表明，所有学习群体对支持服务的认识都存在差距。然而，与校内学习者相比，远程学习者与支持服务的联系较少，研究人员发现远程学习者在学术和教养方面的需求没有得到满足。此外，参与者表示，他们一直在寻找表达意见的途径，并将研究调查视为一个 "发表意见 "以改进服务的机会。根据《2021年教牧教育（高等教育和国际学生的教牧关怀）实践准则》，LSE团队加强了对远程学员服务的宣传，并开发了更多资源。现在，预约系统为ākonga提供了获得服务的代理权，导师同样可以预约课上支持。研究表明，所有 Te Pūkenga 学生，无论是远程学生、校园学生还是在职学生，都需要在灵活的时间内获得在线服务。此外，每一位远程学习者和工作学习者都应该能够在正常时间内外，在就近的校园内，与校园内的同龄人一起获得面对面的支持。
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/005
Hua Dai
This is a combined reflective presentation developed from the series of the Chinese and Pacific cultural perspectives workshops that the authors have designed and delivered at Unitec for the Social Practice, Medical Imaging and Bachelor of Nursing classes since 2019 as requested by their class lecturers. Sharing our own experiences and perspectives of our respective cultures at the 2022 ATLAANZ conference, “Toitū te tangata: The whole person”, we position our teaching in our natural environment, the land, and the culture of the land we currently live in and advocate for a mindful education where staff and students are supported to become culturally conscious to best serve the culturally diverse community in Aotearoa New Zealand.
自2019年以来，作者们应班级讲师的要求，在Unitec为社会实践、医学影像和护理学士班级设计并举办了一系列中国和太平洋文化视角研讨会。我们在2022年ATLAANZ会议 "Toitū te tangata: The whole person "上分享了我们各自文化的经验和观点，将我们的教学定位在我们目前生活的自然环境、土地和土地文化上，并倡导一种心智教育，支持教职员工和学生成为具有文化意识的人，以最好地服务于新西兰奥特亚罗瓦文化多元的社区。
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/009
Linda Thies
Many Australian universities have introduced formal peer mentoring programs, with one more common model focusing on undergraduate students’ learning development, specifically their academic writing. Deakin University’s Writing Mentor Program provides one-to-one ‘drop in’ sessions where Writing Mentors (WMs) work with a peer, and it is coordinated by Tertiary Learning Advisers (TLAs). The Program’s overall aims include helping students interpret academic expectations, and better understand how they can succeed with their studies. However, this Writing Mentor Program also aims to facilitate WMs’ learning from their peers, through reflections on their interactions with students. This study aimed to inform the professional development program for WMs by identifying the perception of the role of WMs held by both WMs and TLAs at the commencement of the program, and also the perceived differences between the roles of WMs and TLAs. Findings from the study highlighted the need to include reflective practice as a topic in on-going training sessions. The study also suggested the need for a more structured approach to developing a ‘shared understanding’ of the roles of WMs.
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/001
Kristen Bracey, Marje Schaddelee, Sarah Wood
There is growing recognition of the needs of neurodivergent ākonga in tertiary education and the importance of creating an inclusive learning environment. In mid-2021, a small group of interested kaimahi and a neurodivergent ākonga at Otago Polytechnic Te Pūkenga formed a Neurodiversity Community of Practice (NDCoP). The steering group meets regularly to strategise, share good practice and resources, arrange speakers and organise other personal development opportunities for the wider community at OP. In October 2023 the NDCoP hosted the Neuroability Symposium at Otago Polytechnic, with more than 350 in attendance. This article aims to provide a narrative of the development of our NDCoP, present the actions and reflections of some of its members, and include a tertiary learning advisor (TLA) and ākonga perspective. Finally, the article looks ahead to the future of our NDCoP through the eyes of some of its members.
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/006
Maryam Mariya, Andrea Haines
This case study describes the use of Padlet to enhance writing skills among postgraduate students during online academic writing retreats amid the COVID-19 pandemic. Four online writing retreats were held at the University of Waikato providing uninterrupted writing time, mentorship, peer support networks, and question and answer sessions for students. Padlet was used as a collaborative tool, enabling students to engage with each other, share resources, and express their thoughts on a virtual bulletin board. The study reveals that Padlet facilitated collaboration, engagement, and the development of academic writing skills among students by fostering a supportive online learning community. Despite potential limitations such as interface clutter with large groups, overall Padlet proved to be a valuable asset in supporting student learning, collaboration, and community building in virtual environments during the writing retreats.
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Pub Date : 2023-11-24DOI: 10.26473/atlaanz.2023/007
Cherie Todd-Williamson
Professional accreditation frameworks specifically for Tertiary Learning Advisors (TLAs) have been implemented in various countries; however, Aotearoa New Zealand is yet to follow suit. There have been ongoing conversations about this since the early 2000s and this article highlights some of the recent discussions had by TLAs at the 2022 ATLAANZ Conference. In particular, this article presents a critical reflection of two sessions attended, entitled Core Competencies for Learning Advisors, and Proposal to Establish ATLAANZ Professional Recognition Scheme.
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Pub Date : 2021-12-01DOI: 10.26473/atlaanz.2021/005
Mona Malik
Core competencies for the practice of tertiary learning advising in New Zealand
新西兰高等教育咨询实践的核心竞争力
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