• Learning analytics tools, systems, initiatives, frameworks, and models: An annotated bibliography

  

  This annotated bibliography reviews 261 papers on learning analytics tools, systems, frameworks, models, research studies, and tertiary education provider (provider) 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: December 2016

• Technology-supported physical learning spaces: An annotated bibliography

  

  This annotated bibliography reviews 225 papers on Tertiary Education Organisations’ (TEOs’) technology-supported physical learning spaces produced between 2005 and 2016 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: November 2016

• e-Learning provision, participation and performance

  

  This report compares provision, participation, and student performance in courses delivered by e-learning methods with courses that do not use e-learning. This is analysed at a system, sub-sector, and field of study level, as well as by ethnicity, age, full-time, part-time, and extramural status.

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

  Date Published: June 2016

• 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

• Government and sector-level tertiary e-learning initiatives: An annotated bibliography

  

  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

• Massive Open Online Courses

  

  Internationally, a number of emerging technologies and associated developments are becoming available that could have far‐reaching effects on the delivery of tertiary education. One of these developments is Massive Open Online Courses (MOOCs).

  The opportunities MOOCs present include the ability for institutions to extend their brand and reach to large international audiences, experiment with innovative pedagogical approaches, an ability to offer niche provision at scale, and a potential reduction of costs. Its challenges and risks include that they are not widely recognised as formal qualifications, the absence of an established business model, and their pedagogical approaches.

  We have developed this paper as the start of a conversation between and among government agencies, institutions, employers and learners on the appropriate policy settings and ways to support the introduction of these emerging technologies in the delivery of tertiary education.

  This paper also supports the 2014 Innovations in Tertiary Education Delivery Summit, being held in Auckland on 5 and 6 June 2014, which looks at the future of tertiary education and the role of technology in it.

  Author(s): Avinash Shrivastava and Peter Guiney, Tertiary Education Commission and Ministry of Education.

  Date Published: May 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

• 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

• e-Learning for adult literacy, language and numeracy: A review of the literature

  

  This report reviews the international literature on e-learning and on adult literacy, language and numeracy. It identifies how to engage adults successfully in e-learning to improve their literacy, language and numeracy skills.

  Author(s): Niki Davis and Jo Fletcher with Dr Barry Brooker, Professor John Everatt, Professor Gail Gillon, Julie Mackey and Dr Donna Morrow, University of Canterbury.

  Date Published: June 2010

• e-Learning for adult literacy, language and numeracy: Case study of a polytechnic

  

  This case study describes how a New Zealand polytechnic uses e-learning to help students with literacy, language and numeracy needs.

  Author(s): Niki Davis, Jo Fletcher and Irene Absalom, University of Canterbury.

  Date Published: June 2010

• e-Learning for adult literacy, language and numeracy: Summary of findings

  

  This report summarises the main findings of a research project on how e-learning can help to improve adults’ literacy, language and numeracy skills.

  Author(s): Niki Davis & Jo Fletcher

  Date Published: June 2010

• Evaluation of the e-learning collaborative development fund

  

  This was prepared by CORE Education Ltd. for the TEC. The e-Learning Collaborative Development Fund (eCDF) (established by Cabinet mandate in 2003 until 2007) had the specific purpose of building the e-Learning capability of the tertiary education system through a series of contestably funded collaborative projects. This collaboration was intended to achieve ‘economies of scale’ around e-Learning investments and provide "demonstrable benefits" to the collaborating partners and, potentially, to the sector as a whole.

  Author(s): Vince Ham, Derek Wenmoth, CORE Education Limited. Report prepared for the Tertiary Education Commission.

  Date Published: May 2007

• Critical success factors for effective use of e-learning by Pacific learners

  

  This report was undertaken by Koloto and Associates Ltd., on behalf of ITPNZ with funding from the TEC. This report was intended to provide research on critical success factors for Pacific e-Learners as well as the pedagogy for increasing Pacific students’ access to, participation in, and achievement through e-Learning. This can be used to inform and develop professional development programmes for staff within the tertiary sector in New Zealand.

  Author(s): Dr ‘Ana Hau‘alofa‘ia Koloto, ‘Alisi Numia Katoanga, and Lepeka Unafei Tatila, Koloto and Associates Limited.

  Date Published: August 2006

• Critical success factors for effective use of e-learning with Māori learners

  

  This report was undertaken by ITPNZ with funding from the TEC. It outlines the major outcomes of a hui. This hui was a key component of an e-Learning Collaborative Development Fund (eCDF) ITPNZ project ‘Critical Success Factors for Effective Use of e-Learning with Māori Learners’.

  Author(s): Institutes of Technology and Polytechnics of New Zealand

  Date Published: May 2005

• Interim tertiary e-learning framework: Taking the next step

  

  Work has been underway since July 2001 to develop New Zealand’s e-learning capabilities, in consultation with the tertiary sector. A 2002 discussion document, Highways and Pathways: Exploring New Zealand’s e-Learning Opportunities recommended the establishment of the e-Learning Collaborative Development Fund and the launch of two electronic portals for tertiary education in New Zealand.

  Author(s): Ministry of Education

  Date Published: October 2004

• Critical success factors and effective pedagogy for e-learning in tertiary education

  

  This report is intended to provide information about effective teaching and learning practices for Māori e-Learners in a tertiary sector context. It distilled and combined the main messages on effective teaching and learning, and the use of e-Learning in blended tertiary courses. These show consistencies and the messages are presented in the context of the data on e-Learning in New Zealand tertiary institutions, and material related to Māori e-Learning. The report concludes with an overview of some issues and challenges related to teaching and learning in tertiary environments.

  Author(s): New Zealand Council for Educational Research

  Date Published: June 2004

• Interim tertiary e-learning framework

  

  The Ministry of Education worked with the National Library, other Government agencies, and representatives from the tertiary education sector to develop the Interim Tertiary e-Learning Framework. The Framework, which sets a strategic direction for tertiary e-Learning in New Zealand, has helped to coordinate effort and maximise benefits for all stakeholders involved in e-Learning in New Zealand’s tertiary sector.

  Author(s): Ministry of Education

  Date Published: March 2004

Previous 1 Next