English use among South Pacific islanders at the University of the South Pacific

This paper discusses the result of a survey conducted at the University of the South Pacific (USP). USP uses English as the language for instruction across all disciplines. The survey examined the perceptions and experiences of English use for daily life activities and English language needs among South Pacific islanders enrolled as distance learners at USP. The survey questionnaire based on the needs analysis framework was administered to 172 students. The analysis of questionnaires data revealed similar needs for academic and non-academic activities amongst learners. The study recommends further research on English language usage among the learners in the South Pacific region

e - proctoring exams at a Regional University during Covid-19: understanding the challenges

The ongoing Coronavirus (COVID-19) pandemic has had an effect on most sectors in the countries affected by Covid-19 cases. Even in the South Pacific region, countries were forced to go under lockdown, flights were cancelled, businesses, schools and universities closed. Similar to most institutes in the region that were forced to close, the University of the South Pacific (USP) cancelled its face-to-face (F2F) studies and instead switched to Emergency Remote Teaching (ERT) at all its 14 regional campuses. It is undeniable that teaching using ERT has challenges. However, teaching using ERT at a one-campus university may be easier than teaching at a regional university since it brings with it more challenges due to the geographical distance and the gap in support available at these campuses. USP faced similar challenges since academics could not travel to regional campuses for tutorial support. All support, tutorials and lectures were conducted online using BigBlueButton (BBB) or Zoom. That, in itself led to additional online training of staff and students to better familiarize them with online learning and teaching. Courses offered at USP have used Moodle as its learning management system (LMS) since 2006. ERT during COVID-19 lockdowns meant courses that were offered F2F were switched to online. Switching from F2F, courses to Online mode during lockdowns in 2022 and 2021 did not hinder much with the staff and student preparedness since all courses were on the LMS. The only major change that needed to be introduced was the inclusion of online assessments in these courses. One of the components for online assessment included the introduction of e-proctoring as a system to supervise students attempting online exams to meet the requirements of the accrediting bodies. There are various e-proctoring software that can be used for such supervisions. USP used Proctorio during the recent lockdowns. This paper shares the experience of testing, reviewing and getting students ready for online assessments using e-proctoring, as well as adjusting the LMS to support the online assessment navigation system. The paper additionally discusses the success and challenges faced while using e-proctoring for such online assessments

Semester Zero: an innovative orientation and nurturing program

The current Coronavirus (COVID-19) pandemic has affected many universities’ orientation as well as study programs. While some are still contemplating whether to open their doors for F2F studies, others face the challenge of fewer students enrolling due to travel restrictions. The University of the South Pacific (USP) will face a different kind of challenge. USP is a regional university co-owned by twelve South Pacific countries. Campuses and sub-campuses are situated in all these countries. Usually, orientation programmes are held at all campuses, but the majority of students travel early to USP’s main campus in Fiji for the orientation program. Due to COVID-19, students’ travel will be restricted, and the orientation programme will be a very small-scale event this year. Additionally, due to delays in Year 13 external examinations for one of its member countries (Fiji), USP will be forced to begin Semester One later. This means more than 3000 provisional students will have to wait for the university to begin in late March instead of the usual mid-February start. To keep these potential students engaged for close to two months, USP initiated an online orientation programme called "Semester Zero." The aim of the programme is to introduce these potential new students to USP using a Moodle platform instead of a traditional F2F orientation program, while at the same time incorporating basic numeracy, literacy, and digital skills necessary for new students. This paper shares the planning, designing, and feedback from students about this program. Semester Zero employs technology and innovations that have a low carbon footprint

At - risk students: an early intervention system

During the Covid-19 lockdown, the University of the South Pacific (USP) had to close the Face-to-Face (F2F) delivery of lectures, tutorials and Drop-in support services at all its campuses. This included closing the Drop-in sessions at Student Learning Support (SLS) that provide additional literacy, numeracy and remedial support for students studying at USP. Given that all courses changed to online mode, contact with students was only possible using online virtual sessions such as Big Blue Button (BBB) or Zoom. Such sessions were only possible for students who had facilities and resources and could afford to study online. With Internet cafes and USP's Outreach Hubs, computer labs, and libraries closed, it further limited facilities for studying online for many. Realising major accessibility issues for the majority of its students, particularly those who needed support the most, USP formed a working group of SLS, FirstYear Experience Coordinators (FYEC), Information Technology Services (ITS), and Student Administrative Services (SAS) to design a strategy to identify and support the At-Risk Students (ARS). Moodle, the Learning Management System (LMS) used at USP, which records all students' activities became the central platform for this intervention. With SLS and FYEC access to student activity and logs across the different schools at USP, the team worked on the design and implementation of an intervention system to help students isolated due to COVID-19 lockdowns. Intervention systems have been successfully used at many universities (Carroll, 2007; Burmack, 2002; Riddle, 2009; Frey & Fisher, 2008; Trilling & Fadel, 2009; Zhang, Fei, Quddau and Davis, 2014), showing a reduction in dropout and a better pass rate. The approach used at USP involved creating regular contact with the ARS studying in isolation or lockdown, supporting them through internet data plans for studying and virtual academic support sessions. The following paper discusses the planning and strategies implemented during 2021 to support learners at USP. The results of a primary survey conducted on the ARS’ performances and the feedback given by the learners for such support is also discussed

Same size doesn’t fit all: insights from research on listening skills at the University of the South Pacific (USP)

Listening skills research has tended to focus on strategy use in classrooms and on theory and practice of second language (L2) teachers. This study examined the teachers’ and learners’ perceptions of listening skills in non-classroom learning situations. Five (n = 5) study skills teachers and 19 former learners in a distance study skills course at the University of the South Pacific (USP) were interviewed for this study. The interviews with the study skills teachers sought their expectations of their learners’ listening strategies, their views about the learners they taught, and the skills their learners used for listening. Former learners were similarly questioned about their perceptions of listening strategies they were taught and used. Data was collected and managed using NVivo, a computer assisted qualitative data analysis software. Besides revealing strategies that distance learners reported using their learning listening skills, the study identified a number of differences in views presented by researchers and L2 teachers, as well as differences in perceptions on listening skills between L2 teachers and L2 learners. The paper concludes that there exists a discrepancy between research and the practice of researchers, L2 teachers, and L2 learners on what works. The author also recommends further research in this area is needed, because research examining classroom-based learning situations will likely not apply to, nor fully inform, distance learning contexts

Access to information: questions on equality, gender and geographical gap in relation to suicide prevention

According to studies, Fiji has very high suicide cases. Yet, there is a need to further investigate research methods used, and sources used for these studies. Due to a lack of information on suicide cases in isolated and informal settlements in Fiji, WINET-Fiji (Women’s Information Network): a registered NGO decided to conducts workshops on suicide prevention in 8 locations around Fiji. While, the aim of these workshops was not to investigate suicide rates in Fiji, the data derived from the workshops conducted provide insights into the rate of suicide in Fiji. During their workshops, WINET-Fiji discussed issues such as preventive measures, warning signs, community based counselling and avoidance of silence. From these workshops, the issues that emerged indicated a lack of equality where dissemination of information in the community is concerned. Added to that, the inequality based on gender, residence of people, also became obvious factors that could have led to loss of life or attempted loss of life. Most of the research and data collected in Fiji on suicide have been based on hospitalised cases or those sent for referral for counselling (Henson et. al, 2012; Hawton & van Heeringen, 2009; Roberts, et al. 2007). Little has been documented from isolated areas, where both attempted and completed suicide cases also exist. Thus, this paper discusses the results of the qualitative study carried out during these workshops