Learning support for distance learners : towards the future
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Other Title
Authors
Thomas, Ruth
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2023
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Te Pūkenga
Learner voice
Online learning
Online learning support
Face-to-face learning support
Academic support
Learner voice
Online learning
Online learning support
Face-to-face learning support
Academic support
ANZSRC Field of Research Code (2020)
Citation
Thomas, R. G. (2023). Learning support for distance learners: towards the future. ATLAANZ Journal, 6(1), https://doi.org/10.26473/ATLAANZ.2023/002
Abstract
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.
Publisher
ATLAANZ
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Link to ePress publication
DOI
https://doi.org/10.26473/ATLAANZ.2023/002
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