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Southern Institute of Technology Journal of Applied Research - http://sitjar.sit.ac.nz
Learning Through Lockdown
by Andrea Potts and Galina Stebletsova
(New Zealand Skills and Education College)
Abstract
Covid-19 has had a significant impact on teaching and learning, forcing transition of a
traditional classroom to an online one and enabling educational thought on how all parties can
effectively engage in teaching and learning online. Maintaining student and teacher
confidence to engage in learning and learning relationships during this unique period, has
reflected challenges and opportunities. Online learning during this time has been critical to
ensure access, continuity, and student achievement. It has, therefore, become a necessity for
teachers to have knowledge of effective online delivery practices, such as the ability to weave
pedagogy and technology, to have successful outcomes for students and ensure continuity of
learning. The necessity and implementation of online learning over this period has prompted a
new understanding of learning relationships, and, most significantly, engagement, across a
range of diverse learners. The accelerated uptake of online learning has required
reconceptualising wellbeing and belonging within online learning relationships, which has a
considerable impact on Māori and Pasifika learners. This article examines both past and
current literature on effective online pedagogy for teachers, with a focus on the tertiary
education sector. It determines that there are new opportunities to engage in research that
investigates impacts and opportunities in the online learning space specific to Aotearoa New
Zealand. This article seeks to develop new understandings and discusses implications of
teaching and learning online for a diversity of stakeholders: teachers, learners, and individual
educational institutions.
Keywords: online learning; strategies to teach online; Māori and Pasifika success online
Global Context and Online Learning
Schools around the world closed their doors during the coronavirus pandemic, characterised
by a word now echoed across the world - lockdown. The word itself may be attributed to
many anxieties in people, and in Aotearoa New Zealand, the elderly, Māori and Pasifika
communities, and those with diverse needs may be most affected by lockdowns, and the need
for social distancing. Online learning, therefore, plays a critical part in ensuring a diverse
range of students can access education and can fit their studies within their own lives (Stone,
2017). It also calls for reconceptualising the meaning of wellbeing and belonging within
online learning contexts, and for considering long-term implications of these changes on
diverse learning communities.
The impact of the lockdown on education in Aotearoa New Zealand is yet to be fully
understood, however what is clear to date is that the continuity of learning for our schools
and tertiary institutions was not affected, with physical classrooms simply becoming e-
classrooms. With the global pandemic continuing to affect the world, the need for flexible
and yet engaging learning environments has become apparent. While many educational
providers today welcome a variety of teaching styles and approaches, current global events
and the associated emerging research provide strong evidence that “online teaching is no
more an option, it is a necessity” (Dhawan, 2020, p.7). With the meaning of ‘optimal
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learning environment’ rapidly changing, so does the multifaceted meaning of ‘teaching’.
Delivery Context
Understanding the context is a good foundational step in effective online pedagogy (Nichols,
2020), therefore being familiar with the context of the delivery would complement this.
Alongside this, understanding the context of the learning management system, the context of
the student, and the context of Covid-19, supports effective online teaching.
Online learning offers students a degree of flexibility, where they may engage in
asynchronous activities and work at their own pace. They can have access to the tutor at
different times of the day or week. They may be offered evening availability and the
opportunity to engage with the tutor in the weekends (Busteed, 2019). One of the potential
issues with online learning is that the expectations of the students and the tutor can differ, so
taking the time at the beginning of the course to align these expectations is beneficial to both
the learner and tutor (Hughes, 2020; Li & Irby, 2008 in Kebritchi et al., 2017).
In online learning, students may benefit from both synchronous and asynchronous learning
environments. Synchronous environment would normally require them to attend scheduled
online activities, like, for example, a conference with their tutor or a live chat with other
students. In synchronous learning environment, students can be offered regular online
sessions with the tutor, which allows for real-time interactions, instant feedback, and prompt
clarification of course materials (Dhawan, 2020). Asynchronous environment, on the
contrary, allows students to access their learning resources at any time convenient to them. In
an asynchronous mode, while the fixed schedule is obviously missing, appropriately
organised learning resources would allow the student to engage in learning at their own pace
and time.
Online tutors can engage and support learning through both their delivery and content. This
can be done by ensuring content and materials are both meaningful and relevant to the
learning, using different media to convey messages and engage students in learning, using
Chat rooms as an informal way to discuss content and to connect to others, alongside the use
of both synchronous and asynchronous learning modes (Busteed, 2019; Hughes, 2020; Stone,
2017). Chat room can be an attribute of both synchronous and asynchronous learning modes.
Depending on its aims, it can be an informal chat developed by a group of students, or an
individual support chat between the tutor and a student, or a chat that accompanies a tutorial
where certain points can be emphasises or clarified during the synchronous session.
Are We Ready to Teach and Learn Online?
Sometimes in the past, online learning has had poorer retention rates compared to face-to-
face classroom learning (Herbert, 2006; Smith, 2010 cited in Bawa, 2016) but improvements
in outcomes are possible in the online teaching platform, if skilfully woven pedagogy and
technology are implemented (Anderson & Dron, 2011; Field & Kent, 2006; Kuiper et al.,
2015; Salmon, 2014, as cited in Stone, 2017). Today, when many educational institutions
discontinued in-person teaching due to Covid-19, some emerging studies indicate numerous
advantages of online learning. Dhawan (2020), in particular, suggests that this mode of
learning can increase the learning potential of the students who can now study anytime from
any part of the globe, “thereby developing new skills in the process leading to life-long
learning” (p.6).
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The Organisation for Economic Cooperation and Development (OECD) analysed the
preparedness of teachers, students, and schools for online teaching during the worldwide
pandemic and school closures. It found that New Zealand teachers were better prepared than
most other countries as they frequently used technology in the classroom, were more
confident in supporting students in an online environment and included ICT upskilling in their
professional development opportunities (OECD, 2020). One of the factors that negated the
online learning experience for students in Aotearoa New Zealand, was the lack of access to
quiet spaces within the home environment to study (OECD, 2020). Although the OECD
information does not provide specific data related to the tertiary sector, it does provide
valuable insights into the effectiveness of online learning that are dependent on certain
factors. The need for teachers to have knowledge and experience with using technology,
including access to professional development to enhance these skills, institutional
collaborative support for students, strong teacher-student and student-student relationships,
and the need for family/whānau support, are important for online educational achievement.
Student-centred Approach
Before Covid-19, an online student within tertiary education, was predominately from a lower
socioeconomic background, was very time poor or provided for an underrepresented
community (Stone, 2020). However, since Covid-19 started to change the way we live, the
context of the student has changed, providing for a more diverse range of learners (Stone,
2020). It is also suggested by Van Wart, Ni, Medina, Canelon, Kordostami, Zhang and Liu
(2020) that non-teaching factors are likely to contribute to quality online learning experience,
in particular: convenience; learner characteristics and readiness, and “antecedent conditions
that may foster the quality of learning but are not directly responsible for it” (p.18). Therefore,
knowing the learner benefits learning in that the teacher knows where support may be needed
for individual students (Stone, 2017). These ideas can also be extended to the institutions’
teams that enroll and support the student throughout their studies. For some students, the time
between enrolment and beginning the course can be a lengthy one. Ensuring there is
continuous and timely contact leading up to, and within the first week of the course by warm
and welcoming enrolment teams or course advisors, ensures the student feels connected to
others, and in reciprocation, institution team members get to know and understand the student.
Support and Collegial Work
Student support is an essential part of online learning. A study by James (2020), on behalf of
the New Zealand Union of Students’ Associations, found that during the Covid-19 lockdown
students exhibited increased anxiety about their future. It was particularly related to being
able to complete their studies and the financial impact of Covid-19 on both their immediate
and future circumstances. Some students were struggling with participating in the online
courses. It was obvious from students’ comments that providers had not communicated well
with their students and that safe and genuine relationships had not been built.
Stone (2017; 2020) argues that collaboration between institutional teams is critical for
students’ success and suggests ways to enable it:
• Competent student advisors, with knowledge of the expectations of online learning,
support students in their choice and expectation of this study option – ensuring the
student has the appropriate skills and time to commit to online study.
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• Pre-course learning materials are made available through the institution’s website to
enhance student skills in areas such as navigating the learning management system,
literacy and numeracy, time management and researching – making certain that the
student is well prepared for study.
• Enrolment teams should ensure the student is well prepared with the appropriate
technology and access to financial support if necessary.
• Student support advisors support the student throughout their studies, intervening,
when necessary, to ensure students’ holistic wellbeing is cared for.
Any intervention strategies must be designed based on data (Stone, 2020; Tertiary Education
Commission, 2020). Data can come in the form of attendance information or how long they
have spent online, the last time the student logged in, follow up calls from student support or
email trails between student and tutor (Stone, 2020). Knowing what the problem is exactly
helps to provide the student with the appropriate and individual support that they need.
Mental health issues due to Covid-19 might be expected among some students and they need
to be able to know who to contact and how (Martin, 2020). These avenues need to be
available online and somewhere where it can be easily found and accessed by the student
(Stone, 2020).
Online tutors also need to be supported in their knowledge of effective online pedagogy and
the transformative use of technology. Institutions should make available to online tutors’
professional development within these areas, or engaging champions in online teaching,
learning and technology to share knowledge within the institution (Stone, 2017).
Holistic Curriculum and Student’s Wellbeing
Bronfenbrenner, in his bioecological systems theory, depicted social ecology of a human
being in a set of concentric circles, with all circles being interconnected and unable to exist
without one another (Bronfenbrenner, 1979). Today, technology does not appear to be an
additional element that could be attributed to one particular circle but as an integral part of
each system now adding to its complexity and influencing the 21st century student. Indeed,
social media and online learning spaces became part of our immediate environment; they also
serve as connection between the environments and are now part of meso, exo, macro and
crono systems. Many influential life experiences of a modern human being would simply be
impossible without being facilitated by technology. An important implication for an online
tutor, therefore, would be to offer a more holistic curriculum that addresses the needs and
contexts of modern learners. Critical to this process, as Van Wart et al. (2020) emphasise,
would be such aspects as instructional support; teaching presence; basic online modality;
social presence; online social support; cognitive presence, and, ultimately, interactive online
modality.
In approaching quality online teaching and learning, the aspect of wellbeing has its important
role to play. While it may not often be explicitly addressed even in face-to-face classrooms, it
is paramount to pay particular attention to in online learning environments. As stressed by
Eryilmaz (2015), students whose wellbeing is addressed and who experience it in a positive
way, demonstrate increased resilience and higher performance in their studies. Cultural and
social belonging within online learning spaces and the way culture is incorporated into
curriculum are critical aspects to consider.
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Supporting Māori and Pasifika Success Online
Central to positive learning experiences online for all students, and particularly for Māori and
Pasifika students, are good strong relationships not only with the tutor but also across the
team, from tutor to student support to enrolment and recruitment.
For Māori students, the ideas of strong connectedness, belonging and relationships can be
found in the cultural form of whānaungatanga. Whānaungatanga is critical to creating a safe
space for online learning. Qualitative research conducted in 2014-2015 by Ako Aotearoa
indicates that Māori students are highly appreciative of a variety of teaching and learning
approaches offered to them – in particular, the use of Ipads, internet and inclusion of Youtube
clips (Lillis et al., 2015). In the course of the study, the focus group also stressed the
importance of motivational learning environments founded on positive tutor-student
relationships and cultural responsiveness.
In approaching teaching Māori ākonga online, the often underestimated or misplaced aspect
of spirituality also stands out as an influential cultural attribute that supports building
“connectedness with oneself, with others, or with the cosmos” (Sachdev, 2016, p. 19). The
importance of fostering and believing in wairuatanga, therefore, adds complexity to creating
quality and inclusive online teaching and learning experiences. An in-depth cultural
knowledge, understanding and acceptance would be the essential expectations of the tutor.
Positive wairua that is rooted in the climate of respect, supports student’s mana and
strengthens universal connections between learners, their tutor and the collectively created
knowledge. Meaningful incorporation of culture in curriculum and pedagogy makes
belonging to an online learning space possible, therefore nurturing cultural identity and
supporting students to succeed without experiencing face-to-face contact. Today, culturally
inclusive online learning spaces should be viewed as a modern addition to Paringatai’s (2014)
assertion that “social identity is about linking the individual with others in social situation and
locating that person’s position within a particular social setting” (p.48). Developing new
understanding of the ‘social situation’ today and realising an inevitable shift of physical
classroom environment to an online learning space, will significantly contribute to creation of
a new, culturally inclusive online learning pedagogy and thus pave the way to viewing Māori
identity from a new perspective.
Similarly, Pasifika students learn through their interconnectedness with others, in that, “the
Pacific sense of self is defined in relation to others and thrives on interaction, closeness, and
connection.” (Matapo, 2020). This kind of interconnectedness supports a sense of belonging
within a community for Pasifika people, which are principal values of Pasifika cultures
(Ministry of Education, 2018). For Pasifika people to feel a sense of connectedness or re-
connectedness, their culture must be visible within the online environment. Pasifika values
and worldviews should be acknowledged, shared, and supported by the online tutor (Enari &
Matapo, 2021). This supports a sense of belonging and community within a potential isolating
learning environment. Inclusion within the learning materials, texts and stories that reflect the
Pasifika experiences (Ministry of Education, 2020) connects Pasifika students with learning.
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Building Relationships Online
Building relationships with students within an online learning space requires “connective
instruction” (Martin, 2020, p.2) where the teacher shares who they are as a person, what their
values are and how they teach. The student then connects to the teacher as they understand
who they are, how they deliver, the purpose of the learning materials and tasks, and how the
teacher delivers the messages (Martin, 2020). You cannot take the face-to-face pedagogy and
simply put it online. Most classroom tutors are performers that engage students through their
mere presence in front of the class, able to use both verbal and nonverbal communication
within their interactions with students. In an online environment this aspect is removed and
replaced by the tutor being more of a guide or facilitator of learning – usually engaging with
the student more often and over a longer period (Coppola et al, 2001, as cited in Kebritchi et
al., 2017). Therefore, knowledge of online pedagogy and technology is an essential part of
being an effective online tutor.
Communication is another important factor in ensuring strong relationships and connections
between both teacher and student. Communication in an online environment can often be
misconstrued or interpreted differently if not communicated effectively. Ensuring a safe
environment has been created to share and guide, using emojis, likes on posts and positive
language are all helpful ways to communicate online (Kebritchi et al., 2017). The tutor needs
to be visible online (Roper, 2007; Stone, 2017), therefore, it is important to engage daily in
discussion, in which to create a community of learners in a safe and positive environment.
Using language such as “team” or whānau” gives a sense of community to the students and
makes them feel that they are a participator in and contributor to a group, thus supporting our
Māori and Pasifika students – allowing them to feel connected and feel that they are part of a
family. Some students may just like to observe or listen to discussions or conferences, and
although this may appear that they are disconnecting from their learning by not participating,
they are still in fact employing active learning, as through listening or observing, their
engagement with the content is apparent (Hrastinski, 2009, as cited in in Kebritchi et al.,
2017).
Teachers of traditional classrooms may see continuous interaction with students to be
advantageous as it supports the students’ understanding and engagement with the content.
However, this can be replicated within the online environment with the teacher being flexible
in their availability to students, particularly in the evenings, and by timely feedback provided
via online communication platforms.
Conclusion
In the face of a changing world and worldwide pandemic, teachers around the world
confronted the challenge of online teaching and learning. Teachers in Aotearoa New Zealand
were found to be more prepared or more able to teach within an online environment due to
previous gathered experiences and development in the area. This allowed teachers to almost
seamlessly make the immediate cross into the necessity of online teaching and learning during
nationwide or area-wide lockdowns due to Covid-19. The multifaceted process allows online
teachers to weave their knowledge of effective online pedagogy and technology skills in order
to achieve a high standard of learning for the online learner.
The context of the student has changed due to Covid-19, in that it caters for a more diverse
range of learners. Institutional wide knowledge of who the student is, allows teams to provide
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support to meet the students’ academic and wellbeing needs. This support and relationship
building occurs before the student begins study, where competent course advisors or
enrolment team members identify the needs of the student. Teachers and student support
teams support the learner throughout their studies, enhancing the significance of genuine
relationship building, and consideration of wellbeing, to create an online community of
learners in a safe and inclusive environment.
For Māori and Pasifika students, connectedness to others and having a sense of belonging
within a community, are important aspects to overall wellbeing. Building strong, positive and
genuine relationships between teacher-student and student-student within the online platform
is important to achieving this. Effective online communication that ensures messages are not
ambiguous, are foundational to positive relationship building. These ideas of effective
communication, connectedness and collaboration also extends to those support people within
individual institutions, that alongside the online teacher, support the students’ overall hauora.
Although there has been significant research published both pre- and during-Covid to guide
teachers to be more effective online facilitators of learning, more research is needed to fully
understand how teachers and institutional teams can support online learners to succeed, with
specific consideration for the diverse communities of Aotearoa New Zealand. As research in
the past has catered for those practitioners who were already familiar or chose to be involved
in online delivery. Covid-19 has forced all teachers to have to consider teaching and learning
online. Therefore, past research may not be as relevant to today’s online teachers and
learners.
Covid-19 may have caused trepidation around the world; however, it has given educators the
opportunity to look more deeply at understanding effective teaching and learning online. Only
when we can understand the full usefulness of online learning, can we move to a place where
online teaching and learning can be just as effective and accessible as within a teacher facing
classroom.
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