Kōrero Mai: Kaiako experiences of synchronous online teaching and learning in New Zealand

Citation

Karaka-Clarke, T. H., Fletcher, J., Macfarlane, A., & Bell, B. (2022). Kōrero Mai: Kaiako experiences of synchronous online teaching and learning in New Zealand. Journal of Open, Flexible and Distance Learning, 25(2). https://www.jofdl.nz/index.php/JOFDL/article/view/491/327

Abstract

Online teaching and learning programmes allow ākongawho 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) canengage their ākonga (students) better in online environments. The article has a particular emphasis on supporting Māori 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.

Authors

  • Bell, Bryanna
  • Fletcher, Jo
  • Karaka-Clarke, Te Hurinui
  • Macfarlane, Angus

Reference Type

Journal

Keywords

  • New zealand
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