• Evaluation of the Manaiakalani Digital Teaching Academy

    This report outlines findings from an evaluation of the first year of a pilot initiative called the Manaiakalani Digital Teaching Academy (hereafter MDTA). The Manaiakalani Education Trust and the schools within its network are described in Section 2 to provide a context for the initiative and the evaluation.

    Author(s): Rosemary Hipkins, Jenny Whatman and Jo MacDonald (New Zealand Council for Eduactional Research)

    Date Published: October 2015

  • E-Learning in the workplace: An annotated bibliography

    This report gives an overview of the literature relating to e-learning in workplaces in New Zealand, Australia, Canada, the United Kingdom, and the United States.

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: February 2015

  • TELA Laptops Scheme School Survey 2013

    This report outlines the results of the TELA Laptops Scheme School Survey for 2013. This survey was conducted in order to determine whether the current products offered by the TELA Scheme are meeting user needs and to examine the quality of support services schools receive from Telecom Rental.

    Author(s): Emanuel Kalafatelis, Katrina Magill and Hayley Stirling, Research New Zealand.

    Date Published: July 2014

  • Government and sector-level tertiary e-learning initiatives

    This report gives an overview of the literature published between 2004 and 2013 relating to government and sector-level tertiary e-learning initiatives in New Zealand, Australia, Canada, the United Kingdom, and the United States.

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: June 2014

  • Extramural students’ participation and achievement: Trends, patterns and highlights

    This report presents a view of extramural (or distance education) students’ participation and achievement in tertiary education from 2004 to 2011. It compares participation and completion rates in courses provided extramurally with intramural courses. It also looks at the prevalence of e-learning in extramural courses and compares extramural courses that are delivered by e-learning methods with those that are delivered by paper-based methods.

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: February 2014

  • Organisational approaches to e-learning in the tertiary sector: An annotated bibliography

    This report gives an overview of the research literature relating to approaches adopted by tertiary sector organisations when planning or implementing e-learning.

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: April 2013

  • e-Learning Achievement: Trends, patterns and highlights

    This report presents a view of tertiary e-learning achievement from 2004 to 2009. This report compares completion rates in courses that are delivered with e-learning to those that are delivered by traditional methods. The report will also establish which of the e-learning delivery modes had higher and lower course completion rates. Finally, trends in course completion rates over time are discussed. Its key findings are:

    • Face-to-face courses had higher completion rates than e-learning courses overall. But in some groups – full-time students, intramural students, university students and Asian students – there was little difference in the completion rates of e-learning and courses delivered by traditional methods.
    • This finding for Asian students challenges much of the evidence from the wider research literature which finds that Asians do badly in e-learning because they are thought to favour more directive teaching styles.
    • The other groups, polytechnic students, extramural students, part-time students, Māori and Pasifika, older students, and women had an advantage in face-to-face, paper-based delivery courses.
    • Much of the research literature indicates that women do better than men in e-learning because e-learning requires greater self-management. But we find evidence for e-learning being relatively less advantageous for women.

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: March 2013

  • Learners' participation, retention and success in e-learning: An annotated bibliography

    This report gives an overview of the literature on tertiary learners’ participation, retention and success in e-learning. We selected a large selection of research literature which consisted of both published research from journals, books and the internet and ‘grey’ literature that included project reports, unpublished theses and dissertations and reports commissioned by government agencies.

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: February 2012

  • e-Learning provision and participation: Trends, patterns and highlights

    This report analyses tertiary sector e-Learning provision at a system, sub-sector and course level from 2004 to 2008. The sub-sectors focused on in the report are universities and polytechnics and the course levels bachelors degrees and certificates (Levels 1-4). Participation in e-Learning course at these levels over the same time period is analysed by focusing on the following learner groups: 18-19 year olds, the 40+ age group, Māori, Pasifika and European and females and males

    Author(s): Peter Guiney, Tertiary Sector Performance Analysis and Reporting, Ministry of Education.

    Date Published: April 2011

  • Digital Information Literacy: Supported Development of Capability in Tertiary Environments

    This report describes a project to explore what digital information literacy is and how it could be most effectively applied in tertiary education. It provides an initial definition of digital information literacy based on a review of the national and international literature. It identifies methods to develop adults’ digital skills and capabilities, and to understand how these contribute to lifelong learning.

    Its key findings are that having dedicated time, support and the opportunity to experiment with a range of ICT tools were essential for developing digital information literacy. The research showed that this could be achieved in a relatively short and intensive period of professional development and that this resulted in large changes to participants’ digital information behaviour and skills.

    Author(s): Bronwyn Hegarty and Merrolee Penman (Otago Polytechnic), Oriel Kelly (Manukau Institute of Technology), Lynn Jeffrey (Massey University), Dawn Coburn and Jenny McDonald (University of Otago)

    Date Published: August 2010

  • Laptops for Teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)

    The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (TELA) on Years 1 to 3 teachers’ work in the Waikato region.

    Author(s): Bronwen Cowie, Alister Jones and Ann Harlow, with Mike Forret, University of Waikato.

    Date Published: July 2010

  • e-Learning and implications for New Zealand schools: a literature review

    This e-Learning literature review examined texts across a range of countries, but within a relatively short time frame of the preceding five years. A range of criteria were used to select or eliminate studies for closer review (see Methodology and Methods section). Some key terms are defined for the purpose of this review: outcomes, e-Learning, tools, affordances, Web 2.0.

    Author(s): Noeline Wright

    Date Published: July 2010

  • Literacy teaching and learning in e-Learning contexts

    This report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.

    Author(s): Sue McDowall for CORE Education and New Zealand Council for Educational Research

    Date Published: June 2010

  • Laptops for Teachers: An evaluation of the TELA scheme in Auckland schools

    The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (TELA) on primary schools within the Greater Auckland area.

    Author(s): Associate Professor Judy Parr and Dr. Lorrae Auckland UniServices Limited. Report prepared for the Ministry of Education.

    Date Published: June 2010

  • Laptops for Teachers: An evaluation of the TELA scheme in Otago schools

    The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (TELA) on primary schools within the Otago region.

    Author(s): Keryn Pratt, Kwok-Wing Lai & Ann Trewern with Fiona Concannon & Harriet Sutton

    Date Published: May 2010

  • Outcomes for Teachers and Students in the ICT PD School Clusters Programme 2006-2008 - A National Overview

    This report focuses on the effectiveness of the 2006-2008 Information and Communication Technologies Professional Development (ICT PD) School Clusters programmes and supplements previous evaluations of the first six ICT PD programmes. It is the last report of an ongoing evaluation of the ICT PD teacher professional development initiative, which has been implemented in New Zealand since 1999.

    Author(s): Selver Sahin & Vince Ham - CORE Education [Report to the Ministry of Education]

    Date Published: May 2010

  • Laptops for Teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)

    The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (referred to from here as the TELA scheme) on Years 4 to 6 teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use. The investigation focused on the Ministry of Education expectation (Ministry of Education, 2004) that teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning.

    Author(s): Bronwen Cowie, Alister Jones and Ann Harlow with Mike Forret, Clive McGee, and Thelma Miller, University of Waikato.

    Date Published: May 2010

  • A Literature Review focused on Virtual Learning Environments (VLEs) and e-Learning in the Context of Te Reo Māori and Kaupapa Māori Education

    The Ministry of Education has identified the need to further explore the use of Virtual Learning Environments particularly in the context of te reo Māori and kaupapa Māori education. This literature review was sought to provide further understanding for the Ministry of Education in this area.

    Author(s): Prepared by Sarah-Jane Tiakiwai & Hans Tiakiwai [Kiore Enterprises Ltd] for the Ministry of Education

    Date Published: March 2010

  • Outcomes for teachers and students in the ICTPD School Clusters Programme 2005-2007: A national overview

    This report focuses on the effectiveness of the 2005-2007 Information and Communication Technologies Professional Development (ICT PD) School Clusters programmes and supplements previous evaluations of the first five ICT PD programmes. It is part of an ongoing evaluation of the ICT PD teacher professional development initiative, which has been implemented in New Zealand since 1999.

    Author(s): Vince Ham, CORE Education.

    Date Published: July 2009

  • Evaluation of the ECE Information and Communication Technologies Professional Learning Programme

    The Early Childhood Education Information and Communication Technology Professional Learning Programme (ECE ICT PLP) is a three year pilot professional development programme established in 2006. The overarching goal of the ECE ICT PL Programme is increased teacher capability (with particular emphasis on ICT capability) that leads to transformation and the development of a community of practice; which, in turn, contributes to enhanced learning outcomes for children.

    Author(s): Sue Cherrington, Lisa Oldridge and Vanessa Green with Carmen Dalli, Susan Davidson, Ali Glasgow, Sonja Rosewarne, Jayne White and Deborah Wansbrough, Victoria University of Wellington.

    Date Published: March 2009

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