The relationship between student engagement with feedback and lecturer and student views of teaching, learning and assessment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education) at Massey University, New Zealand

Feedback is widely acknowledged to be a key component of quality teaching and important for effective learning and yet the extent to which it meets its potential in improving learning outcomes for students has been questioned in the literature. Whilst many explanations for this failing have been proffered, one area that would seem to have been neglected is the relationship between feedback and perspectives of teaching and learning. A case study approach was adopted to explore the relationship between student engagement with feedback and lecturer’s and students’ perceptions of teaching, learning and assessment. The case consisted of: a lecturer at a large, urban Institute of Technology in New Zealand; students enrolled in two of his courses; and some of the interactions between them, particularly in relation to specific assignment. Data was collected through semi-structured interviews and documentary analysis of feedback on an early assignment in each course. Findings indicated that there were disparities between lecturer’s and students’ views about the nature of knowledge and learning and that when views are misaligned, students can struggle to interpret assessment requirements. Tensions exist between requirements for a quick marking turnaround and provision of detailed feedback and the resulting tendency to provide only brief feedback comments. Student engagement with feedback was not always aligned with their perceptions of learning and assessment, suggesting that other factors influence engagement. This finding supports previous research in acknowledging feedback as a complex process

Professional learning for osteopaths: Work in progress

Context Challenges Changing face of professional learning Making the transition Method Focus groups: first and second meetings Table of Learning (Shulman, 2002) Outcomes of the stud

A proposed model for flexible and responsive pre-admission criteria : a study of pre-admission criteria in osteopathy

Investigation into student success in the first year of an osteopathy programme Standard entry requirements are not consistent across similar programmes internationally – some require Chemistry, others emphasise Biology Applicants over 20 years of age can be considered for ‘special admission’ if they provide evidence of aptitude or relevant prior experience Are current academic requirements useful for predicting success, or are they overly restrictive? Are students meeting the standard academic requirements more likely to succeed? Can achievement in particular subjects predict student success? Do students see particular subjects as being necessary or helpful for success

Online from Monday: Lecturers’ experiences of the rapid transition to online learning delivery following the first national emergency response to Covid-19

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

'Online from Monday’ : the experiences of tertiary teaching staff during the New Zealand Covid-19 emergency response

About the project Years of teaching How familiar are you with online teaching? Before and after : how do you feel about online delivery? The experience of students Communication : clarity of communications Communication : staff-student interactions Communication: face to face What we did wel

Rapid transition to emergency teaching online: The experience of tertiary teachers and implications for vocational education

Operational definitions: Emergency Transition to Remote Learning which is different to e-Learning or Online learning Participant characteristics Years of teaching How familiar were you with online teaching? Challenges faced by lecturers Teacher perceived student issues The effects of emergency remote teaching (1) ("‘Missing the light bulb moments’ (Participant 2)) The effects of emergency remote teaching (2) ("We saw each other’s homes and met family members and recognised we were all in it together” (Participant 26)) Implications for vocational education Reflection

Disruption in the classroom: When hands on becomes hands off

New Zealand’s lockdown response during the COVID-19 pandemic significantly impacted the vocational education sector. Teachers were required to make a rapid transition from familiar, face-to-face teaching and learning to online, remote delivery. Later defined as a unique subtype of online learning, emergency transition to remote teaching (ERT) was the most extraordinary, unplanned change ever seen in vocational education. The purpose of this paper is to present selected results from a descriptive survey of teachers across five disciplines following New Zealand’s first lockdown in 2020 (n = 56). As part of the study, teachers were asked to share their view of the strengths and weaknesses, opportunities and benefits of ERT and the future of vocational education. Qualitative analysis of free-text responses was made using Braun and Clarke’s (2006) general inductive approach. Four themes emerged: accessibility, sustainability, flexibility and capability. In this presentation, the teacher responses will be set within the themes identified and used to tell the story of disruption and how teacher innovation and creativity forged adaptations necessary to accommodate the emergency. This ‘once in a career’ opportunity provided prolonged exposure to ERT delivery and with it, vocational education sector teachers made use of the opportunity to explore ideas which could be used to shape and inform more permanent formats in future course delivery. From these teacher observations, recommendations for education and service providers, facilities and policy makers will be made