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    Artefacts, stories & photographs : do they work as a tool for cultural understanding & humanitarian learning? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2005) Taylor, Jane
    This thesis is a qualitative, ethnographic study, which examines the assumption that at the heart of worthwhile teaching and learning is our shared humanity. Artefacts, stories and photographs are explored as vehicles through which learners critically examine and share their cultural learning and perceptions of what is significant and valuable. In this way artefacts, stories and photographs provide a conduit for learning between and among people of diverse cultures. I believe such learning celebrates our shared humanity, which is deliberately defined in positive terms as "the best that encompasses the collective quality and characteristics of all people including kindness, compassion, empathy, humility, caring and thoughtfulness" Learning that celebrates our humanity may be considered a positive force and humanitarian in nature. In the context of this thesis I speak of and describe humanitarian learning as "the development of understanding of self and others through the sharing of personal, cultural and social experiences that exemplify the attitudes and values needed for responsible citizenship and dignified relationships. Rich sources of ideas, expertise and perceptions about relevant experience have been drawn from various authors and educators. Key documentation from the International Baccalaureate Organisation, (IBO), including "A Continuum of International Education"(2002) and the work of the former Director General of the IBO. Professor George Walker also provided useful resource material. The data was generated through questionnaires and photographs focussing on cultural artefacts with personal meaning, documenting the voices, reflections, interactions, and perceptions of the participants about the significance of cultural diversity in their lives and education. The data is presented in a series of charts and graphic organisers linked with the IBO expected teaching practices. These are analysed in the context of intercultural understanding and humanitarian learning, a notion developed and examined in this thesis with a view to how it may be supported. In analysing the data, the following key points emerged. • Personal multicultural experiences, a sense of global awareness and a thorough appreciation of people from differing backgrounds are considered highly significant in humanitarian learning • Stories, artefacts and photographs create an accessible, versatile and effective human connecting instrument enabling humanitarian learning • Stories, artefacts and photographs can illuminate cultural conflict, tension and misunderstanding. Suggestions and recommendations for ways that humanitarian learning can be fostered in a climate defined by tolerance, respect and responsibility include: • The need to make more explicit the obligations of learners to develop perspectives, intuition and empathy so they know themselves and others and are able to view cultural difference as enriching • The notion of learning as humanitarian is worthy of greater emphasis and implementation in educational organisations • The recognition that areas of tension between people have great potential for meaningful growth of understanding across cultures. This thesis provides a springboard for more serious consideration and action towards initiating learning that purposefully fosters people knowing each other in a spirit of global responsibility.
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    Challenges for educators in meeting the needs of students bridging into tertiary education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2003) Morgan, Cecile Jane
    Tertiary pre-entry programmes are designed to assist students in attaining an academic qualification that will allow entry into undergraduate study programmes. This study explores the challenges that educators encounter in meeting the needs of students bridging into tertiary education. It includes a review of programme purposes from historical, political and social viewpoints. It also describes the traditional and current profile of students accessing such programmes. The educator role within tertiary pre-entry programmes is outlined, interlinked with teaching and learning theory. Integral to the study is an exploration of the philosophical assumptions underpinning current teaching practice in relation to students, programmes and the future direction of tertiary pre-entry education. However, it is difficult to isolate an educator perspective from institutional and political perspectives. Hence this study addresses all these. The various perspectives all closely connect to create the learning environment that comprises current tertiary pre-entry programmes. The study identifies a number of tension areas between philosophical assumptions and practice that educators need to consider in meeting current student needs in their learning endeavours. These areas are: • The learning environment that students encounter • The people who interact in these environments • Future directions of tertiary pre-entry programmes. The study makes recommendations, from an educator's perspective, on what is required to lessen the tension and successfully meet the needs of the diverse student populace accessing tertiary pre-entry programmes.
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    An educational journey : stories of adult learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education in Adult Education at Massey University
    (Massey University, 2007) Madgwick, Julie Heather
    This research tells the stories of a particular student cohort, all of whom are women, studying at The Open Polytechnic of New Zealand in the Diploma of Teaching (Early Childhood Education) programme. These students are adult learners and adult learners are an increasing part of the tertiary sector. They have interesting stories to tell of their learning journeys, for example, stories of how they found their passion later in life or revisited an earlier passion they were unable to fulfil. The researcher has gathered, recorded and analysed the stories of these students, stories of their education experiences; their experiences within their family and society; the communities they lived in; their work histories and most importantly their study histories. Key themes common to the research participants emerged from their stories and these are linked to a variety of literature. The aim of this research is to add to the limited body of information about the learning journeys of an often silent group of people within the tertiary sector, and is an acknowledgment of the success of adult students in their studies later in life.
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    Learning styles of first year students : their relationship with success in distance education courses : a thesis presented in partial fulfullment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 2000) Hutton, Judith Lynley
    Adults have different learning needs and ways, or 'styles' of learning. Understanding students' needs by knowing who they are, what they bring to a learning situation, and how they learn, should influence how they are taught and the environment in which they are taught, regardless of the method of course delivery. Students' personal circumstances aside, it is often other factors such as teaching style, institutional constraints relating to resources, pedagogy, or administration, which determine their learning experiences. Accommodating individual learning needs, including learning styles preferences, can be more complicated when courses are delivered in a distance mode as teachers are not physically present to assess or adjust to students' requirements. While research is available concerning the learning styles of students in traditional face-to-face learning environments, little is known or agreed about the learning styles of students in distance education, let alone the teaching styles of the courses which students enrol in. Such knowledge may help to design courses supporting a wider range of individual differences, with a potential improvement in the success of students. Changing trends in education arising from technology and social-economic developments create further impetus for ensuring that the quality of courses offered can be audited against an empirical base of evidence relating to students' learning preferences. This research study aimed to contribute to such a base by seeking to discover if there was a relationship between the learning styles of students enrolled in a number of first year distance education courses at The Open Polytechnic of New Zealand, and their success in those courses. The students were selected on the basis of studying for the first time with The Open Polytechnic. The teaching styles of the courses were analysed to assess the degree of match or mismatch with students' learning styles. From the study implications are drawn which are applicable to designing courses and supporting students studying by distance education.
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    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
    (Massey University, 2013) Palfreyman, Sue
    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.