Korero Mai: Kaiako Experiences of Synchronous Online Teaching and Learning in New Zealand

Autor/inn/en	Karaka-Clarke, Te Hurinui; Fletcher, Jo; Macfarlane, Angus; Bell, Bryanna
Titel	Korero Mai: Kaiako Experiences of Synchronous Online Teaching and Learning in New Zealand
Quelle	In: Journal of Open, Flexible and Distance Learning, 25 (2021) 2, S.4-22 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Foreign Countries; Online Courses; Synchronous Communication; Rural Areas; Distance Education; Access to Education; Pacific Islanders; Ethnic Groups; Secondary School Teachers; Secondary School Students; Cultural Awareness; Culturally Relevant Education; Indigenous Populations; Access to Computers; Barriers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Rural area; Ländlicher Raum; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Sekundarschüler; Cultural identity; Kulturelle Identität; Sinti und Roma; Neuseeland
Abstract	Online teaching and learning programmes allow akonga who live in isolated areas, or who have differing learning requirements, to study by distance. Maintaining student engagement in the online environment is an important aspect. This article explores how kaiako (teachers) can engage their akonga (students) better in online environments. The article has a particular emphasis on supporting Maori learners, who represent 25% of the New Zealand school population. Five kaiako were interviewed about their experience of teaching New Zealand secondary school students online. The study found that the kaiako had some awareness of bicultural values and practices, but lacked confidence in embedding it in their online teaching, which was limited to synchronous timetabled sessions with some communication by text and email. The time provided for online students was considerably less than for the secondary students in traditional classrooms. (As Provided).
Anmerkungen	FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01