In this mixed-methods study, the researchers examined students’ perceptions of the importance of engagement using existing learner-to-learner, learner-to-instructor, and learner-to-content frameworks. To optimise the most effective ways to engage online learners, the researchers identified the engagement strategies that are most valuable and least valuable conducive to an online learning environment. Furthermore, they sought to understand if there would be any differences in responses based on students’ demographics, which include gender, age, and experience with online courses. A total of 48 graduate students in the Teacher Education program at a university in North America were invited to participate in the survey, and 27 students chose to participate. The findings showed that participants highly valued having a choice in reading materials for discussions, consistent instructor announcements and reminders, a dedicated space for student-instructor questions, and relevant assignments. Less valuable were an overemphasis on video content, peer-to-peer discussions, and the grading process. Notably, female participants prioritised individual team member performance more than others, while those aged 21-30 found multi-modal feedback most valuable. Participants who had taken 11-15 online courses especially appreciated student-moderated discussions. The findings in this study warrant further examination into practical implications where learning can be collaborative yet individualised, dynamic, and empowering.
This article reports on research that examined the unique experiences of Chinese international students learning Pacific languages at the University of Auckland. In response to COVID-19 border restrictions between 2020 and 2021, the university transitioned classes into online delivery. This study explores the question: how do online Pacific language learning experiences of Chinese international students compare with in face-to-face classroom settings? Drawing on my own critical autoethnographic reflections and an interview with a Chinese international student who studied a Pacific language in this setting, this article argues that the lack of interactions in the online setting was the biggest challenge to their learning, posing practical barriers to building vā/wā (relational space), which is integral to the effectiveness of learning in a Pacific setting. Furthermore, online learning bereft of in-person cultural exchange could potentially accentuate cultural complexity for Chinese students studying Pacific languages in Aotearoa New Zealand, as they are negotiating their Pacific language learning between learned Chinese, developing Western and being exposed to Pacific pedagogical approaches for the first time.
Open pedagogy, characterised by students creating or co-creating artefacts that others may use, offers transformative opportunities for students to move beyond passive learning into active content creation. This qualitative study examines the experiences of 25 undergraduate students who engage with open pedagogy principles, including creation-centred learning, collaboration, audience engagement, and the integration of Open Educational Resources (OER) and Creative Commons (CC) licensing. Using surveys and interviews, we identified three key themes: the importance of real audiences, authentic connections over prescribed collaborations, and rethinking the role of Creative Commons. Findings suggest that open pedagogy enhances student engagement and provides meaningful, real-world applications for academic assignments, but additional emphasis on CC licensing education is needed. Implications for pedagogy and instructional design are discussed.
Textbook costs remain a significant barrier to student success in higher education. Open Educational Resources (OER) offer a promising solution by reducing costs and allowing content adaptation. This study examines the perceptions and use of OER by 70 faculty members at a small liberal arts college (Franklin College) through a campus-wide survey assessing faculty knowledge, motivations, challenges, and experiences with OER. Results show growing awareness and use of OER, especially for improving student affordability and access. However, many faculty still need more support to adopt and adapt OER in their courses fully. The study identified a group of experienced faculty who are not only using OER but also actively adapting and remixing materials to fit their teaching needs. Most discovered OER through online repositories, general internet searches, and recommendations from colleagues. Overall, faculty rated the quality of OER positively, though gaps in subject-specific content and in alternative formats such as datasets and assessments remain. Based on these findings, the study offers recommendations, including institution-based training programmes, peer-led workshops led by experienced faculty, and incentives for OER adoption and creation. Overall, faculty are motivated by equity and effectiveness, and with proper support, can play a key role in expanding OER use. These insights offer a roadmap for institutions seeking to scale OER use while fostering a collaborative, inclusive, and innovative teaching culture.
This editorial interrogates the current state of accessibility within Open, Flexible, and Distance Learning (OFDL), arguing that the sector is grappling with "academic ableism", a structural force that privileges normative body-minds while actively disabling others. Moving beyond the "retrofit" model of legal accommodation, the piece advocates for a framework rooted in epistemic justice and critical disability studies. The editorial synthesises contributions to this issue, including research on the faculty labour required for Open Educational Resources (OER), the application of Design Thinking and personas in MOOCs, and the decolonising potential of Ubuntu-based co-creation in the Global South. It explores culturally responsive storytelling and Pacific methodologies, such as Talanoa, as essential for ensuring psychological safety. Finally, the author addresses the paradox of Generative AI as both a potential "cognitive orthotic" and a threat to human connection, concluding with a manifesto that reframes culture as infrastructure and accessibility as a relational imperative.
