E learning – Teaching & Learning Research Initiative

Networked inquiry learning in secondary science classrooms

Introduction This research project aimed to understand and explore the ways electronically networked (e-networked) tools can support authentic science inquiry in junior secondary classrooms in order to address concerns about student engagement in science. Internationally claims are made about the potential for inquiry-based learning to address the challenges of relevance for the 21st century school science learner (Aikenhead, 2005; Bolstad & Hipkins, 2008). Deliberate inclusion of activities such as collaboration, co-construction and confirmation of ideas is appropriate and valued in science inquiry but they tend to contrast with many of the practices found in conventional classrooms. These activities require more student freedom and the capacity to pose and meaningfully pursue questions

Literacy and e-learning: Mining the action research data

Introduction In this project, researchers and teachers (ECE, primary, and secondary) worked together to analyse unpublished data from a range of action research inquiries on e-learning to articulate, investigate, and build theory about the literacy learning that takes place in e-learning contexts. This summary report provides an overview of our cross-project analysis. The teachers’ case studies can be found at: http://elearning.tki.org.nz/teaching/Literacyin-e-learning Key findings There was evidence of students in all sectors (ECE, primary, and secondary) encoding and decoding, making meaning with, using, and thinking critically about texts in visual, audio, gestural, spatial, print, and multimodal modes. There was less evidence of students developing critical literacy, and this was so across all

Arts e-learning and the online specialist teacher: Increasing opportunities for quality student outcomes

Please view the poster for this project. The poster layout is integral to the presentation of the research Project description The project researched the potential of an arts (dance and drama) e-learning environment to provide quality arts teaching and produce successful learning outcomes for students. It involved the implementation of an innovative, web-based programme that makes possible the expertise of dance and drama specialists online in years 6, 7, and 8 classrooms where such expertise would not normally otherwise be available. A project team comprised researcher/specialist practitioners and classroom teachers in documenting the changing process of multiple implementations of the programme and producing insights into the potential ongoing viability of such

Exploring eLearning practices across the disciplines in a university environment

This two-year project used case studies to explore information and Communications technology (ICT) and eLearning practices across different tertiary disciplines and with students from diverse backgrounds, instructional levels, and learning experiences. ongoing, team-based critical discussion and sharing of ideas about the role that ICT and eLearning plays within tertiary teaching enhanced professional knowledge building for lecturers. Creative use of ICT also led to increased opportunities for students to bridge from the conceptual world of the tertiary classroom to real-life experiences in their particular subject areas. Key findings ICT and eLearning provide effective means for supporting diverse and changing tertiary cohorts, but these practices need careful curriculum design and monitoring. The use

School is out: Students’ experiences of non-traditional learning

Introduction The experience of New Zealand school students is increasingly changing. In addition to their traditional schools students are participating in virtual classrooms and other forms of learning, such as classes through the correspondence School and vocational programmes. This study aims to extend previous research by looking at the experience of students in one regional cluster of schools who are taking classes in multiple formats, from multiple providers, described here as “blended learning”. Key findings Blended learning was very common in this cluster, with most students involved in at least one blended learning class. Students appeared to benefit from blended learning, reporting benefits such as choice, independent learning and preparation for