Massey Research Online - Browsing by Author "Kahu ER"

Browsing by Author "Kahu ER"

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An exploration of course and cohort communication spaces in Discord, Teams, and Moodle
(ASCILITE, 2022-12-30) Heinrich E; Thomas H; Kahu ER
This research examined the impact of supplementing a learning management system, Moodle, with communication tools, Discord and Teams, to support communication in blended and distance undergraduate courses in computer science, information technology, mathematics and statistics at a New Zealand university with well-established use of Moodle. Nineteen students participated in semi-structured interviews. Findings show that adding Discord or Teams increases information and knowledge exchange and helps students to connect with peers and teachers in their courses. Teams was beneficial particularly in settings with formal group work. Discord, which enables both students and staff to set up additional communication channels that are not restricted to course enrolments, was instrumental in connecting students across year levels with peers and alumni. This enabled discussions on course selection, career options and disciplinary topics beyond the course curriculum. Importantly, these beyond-course communication spaces nurtured belonging to wider discipline and study communities. The research establishes the importance of the increased levels of communication by highlighting the effects on student learning and connections to others. Looking beyond the specific tools, the level of formality and the degree of student co-ownership are identified as key factors in supporting the within- and beyond-course communication spaces. Implications for practice or policy: Learning management systems provide valuable course support but do not meet all learning and teaching communication needs, partly due to their formal and university-controlled nature. Educators and students benefit from using strong chat tools with improved information and knowledge exchange. Both educators and students experience enhanced belonging when using collaboration and chat tools. Students value Discord’s informality and student-led characteristics. Educators who use Teams to support formal group work must carefully manage integration with Moodle.
Completing a PhD by publication: A rewarding and challenging choice
(NZCER Press, 2014) Kahu ER; McMaster, C; Murphy, C
Engaging in spaces: How mature distance students fit study into their homes and lives
(2/07/2013) Kahu ER
In order to fit study around family and work, a third of mature aged tertiary students in New Zealand study by distance. By enabling students to study when and where they want, distance study is said to overcome the barriers of space and time. But space and time must still be found and the blurring of the physical boundaries between study and home creates new challenges. While much has been written about how distance students juggle time, little has considered how they manage space; yet it is often the availability of an appropriate learning space that determines not just when and where they study, but the quality of their engagement. This qualitative study, following 19 mature aged distance students and their families through their first semester, examines how the students carved learning spaces from their busy lives, the nature of those spaces, and the impact this had on their engagement. For some, a space without other people was the essential characteristic and they achieved this through either a physical separation strategy such as studying at work, or a temporal separation strategy such as studying only when children were at school. For others, isolation was a barrier to their engagement and they gravitated to shared living spaces. Individual lifeload, context, and personal preference mean there are no right or wrong choices, but family support is a critical influence on the success of different strategies.
Experiencing the educational interface: Understanding student engagement
(3/07/2017) Kahu ER; Picton C; Nelson K
Student engagement is widely recognised as critical to student retention and success – simply put, students who are engaged with their studies are more likely to be successful. However, the mechanisms contributing to an individual student’s engagement have not yet been clearly articulated and the term engagement is used differently in various contexts. We understand engagement to be an individual student’s psychosocial state: their behavioural, emotional, and cognitive connection to their learning. In 1984, Astin proposed that student involvement, as he called it, was the missing link in our understanding of how institutional factors influenced student success. Aligned with Astin’s rationale, Chickering and Gamson (1987) proposed and later explored seven principles for good practice in undergraduate education, along with six ‘powerful forces’ that they believed shaped the student experience. In the decades since, these early contributions have strongly influenced curricular and co-curricular practices which have positively impacted on student outcomes. These practices include: peer to peer participation, access and interactions with staff, timely feedback, a scaffolded curriculum, early identification of students at risk, assessment aligned with learning outcomes, clearly articulated expectations, and a supportive but challenging learning environment. More recently, Students as Partners initiatives have been taken up with much enthusiasm. However, while the impact of these good practice initiatives has been comprehensively demonstrated, the mechanisms that explain how these initiatives actually influence an individual student’s retention and success have not yet been clearly identified. In 2013, Kahu proposed a comprehensive framework that shed light on the influences on and consequences of student engagement. In 2017 Kahu and Nelson refined this framework to include the notion of the educational interface as a metaphor for the individual psychosocial space within which a student is engaged in their learning. This new framework incorporates four key constructs within the interface, dimensions of the student’s psychosocial experience. These constructs are self-efficacy, belonging, emotions, and well-being. These four constructs represent pathways by which curricular and co-curricular initiatives and other factors influence student engagement and success. For instance, a student with financial difficulties or a heavy lifeload will have reduced well-being, which will inhibit their engagement with their studies. Or a student who forms good relationships with staff and peers will feel a sense of belonging which makes them more comfortable in class and thus more willing to actively participate. This revised framework is a leap forward in our understandings about the mechanisms that underpin student engagement and provide a firm foundation for practice. This poster presents and briefly explains the revised framework as well as illustrating the framework by presenting data from a current study following a group of 19 first year students at a regional Australian university for their first year. References Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308. Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39(7), 3-7 Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. doi: 10.1080/03075079.2011.598505 Kahu, E. R., & Nelson, K. (in press). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development
Exploring the Complexity of First-Year Student Belonging in Higher Education: Familiarity, Interpersonal, and Academic Belonging
(Queensland University of Technology, 2022-07-06) Kahu ER; Ashley N; Picton C
Belonging is critical to first-year student success and persistence in higher education. However, differing definitions make it challenging to fully understand why belonging is significant. Foregrounding student voice, this research explored how first-year Australian university students talked about their belonging. Using Kahu and Nelson’s (2018) framework of student engagement as a lens, 18 students were interviewed weekly throughout the year. Students talked about belonging in three distinct but interrelated ways: familiarity, interpersonal belonging, and academic belonging. While all were important for student wellbeing and engagement, academic belonging, students’ sense that university, their discipline, and courses were “right” for them, was critical for perseverance. Unlike interpersonal belonging which tended to build through the year, academic belonging fluctuated for many students. The findings suggest framing belonging merely as about relationships limits understanding of this important construct. Contributing to scholarship by bringing a refreshed perspective to the nuances and complexity of belonging, the research suggests higher education providers need to monitor and foster academic belonging in first-year students.
Framing student engagement in higher education
(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 1/06/2013) Kahu ER
Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. © 2013 Copyright Society for Research into Higher Education.
‘Hardworking, determined and happy’: first-year students’ understanding and experience of success
(Taylor and Francis Group, 30/05/2018) Picton C; Kahu ER; Nelson K
While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways.
Increasing the emotional engagement of first year mature-aged distance students: Interest and belonging
(Queensland University of Technology, 8/08/2014) Kahu ER
This research followed 19 mature-aged distance students through their first semester of undergraduate study. The analysis of interviews and video diaries presented in this paper focuses on two key elements of emotional engagement: interest and belonging. Findings highlight the importance of interest triggered by personal preferences and experiences. Interest led to enjoyment, increased behavioural engagement with greater time and effort expended, and improved cognitive engagement in terms of depth and breadth of learning. In contrast, there was less evidence of the social side of emotional engagement, belonging. Participants felt little connection to the university, but connecting with fellow students through face-to-face courses and online forums was important for some to reduce their sense of isolation. However, distance study was not for all. The findings highlight the need for staff to consider emotional engagement when designing and delivering the curriculum and when interacting with students, particularly in the all-important first year.
Muslim and Gay: Seeking identity coherence in New Zealand
(Taylor & Francis (Routledge), 2016) Tuffin K; Hopner V; Kahu ER
The process of accepting oneself as gay and of ‘coming out’ to family and friends is well documented. For Muslim men, this is complicated by the tension between their emerging sexual identity and their religious and cultural birth identity, which labels homosexuality as sinful. This paper explores this process in a sample of five gay Muslim men living in New Zealand, a liberal secular society where homosexuality is widely accepted and gay rights are endorsed in legislation. Identity Process Theory drives the analysis, which identifies five themes encapsulating the process of striving for psychological coherence: resistance, acceptance, tension, renegotiation and pretence. Initial phases of denial and anger at their emerging sexuality are strongly linked to the conflict with their religious identity. Later, acceptance of their sexuality as natural and even God-given protects them from blame for their ‘sins’. In contrast to earlier work in the UK, for most men, renegotiation of their Muslim identity is adopted as the key strategy for achieving intrapsychic coherence. However, at an interpersonal level, families remain a source of conflict, temporarily resolved through pretence. Renegotiating religious identity leaves men having to pretend not just to be straight, but also to be strongly religious.
“My Uni Experience Wasn’t Completely Ruined”: The Impacts of COVID-19 on the First-Year Experience
(Queensland University of Technology, 2021-11) McKay L; O’bryan S; Kahu ER
The first year at university is always challenging, but particularly in 2020 when COVID-19 triggered lockdowns and a rapid shift to online learning. This mixed methods study tracked the wellbeing and engagement of 60 new students in an undergraduate teacher education program at an Australian university throughout the first trimester of 2020. Follow-up focus groups with 14 students used interview and photo elicitation to explore how COVID-19 influenced wellbeing and engagement. Quantitative results demonstrate both student wellbeing and student engagement dipped strongly at the start of lockdown but recovered towards the end of the trimester. Focus group findings illustrate the diversity of experience in terms of student access to time and space to study, their ability to sustain relationships online, and the cumulative stress of COVID-19. The findings lead to recommendations for supporting this cohort and for future research.
Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface
(Springer Nature Switzerland AG, 2/07/2019) Kahu ER; Picton C; Nelson K
Student engagement is critical to success in the first year of university, yet evidence about how and why various factors influence engagement remains relatively rare. This study addresses this gap combining an existing framework of student engagement (Kahu and Nelson, Higher Education Research and Development, 37(1), 58–71, 2018) with student narratives to provide a detailed understanding of students’ engagement throughout their first year. Weekly semi-structured interviews with 19 first-year students at an Australian university illustrate how student and university factors interact to influence engagement, as conceptualised in the framework. The findings provide empirical support for the framework of student engagement, offering a more nuanced understanding of the student experience within the framework’s educational interface. The importance of self-efficacy, belonging, emotions and wellbeing as interwoven pathways to student engagement is demonstrated and the contextual and dynamic nature of engagement highlighted. Further work is necessary to understand how this knowledge can best facilitate student engagement and perhaps reduce cycles of disengagement.
Student engagement in the educational interface: Understanding the mechanisms of student success
(Taylor & Francis (Routledge), 2017-07) Kahu ER; Nelson K
Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a recent framework of student engagement. We argue that the transition metaphor, focusing on the first year, is limited because it depicts differences between students and institutions as both transient and temporal. Instead, we use a cultural lens to introduce the educational interface as a metaphor for the individual psychosocial space within which institutional and student factors combine and student engagement in learning occurs. Incorporating the interface into the existing framework of student engagement makes three contributions to our understanding of the student experience. First, the educational interface is a tangible way of representing the complex interactions between students and institutions, and how those interactions influence engagement. Second, the refined framework highlights four specific psychosocial constructs: self-efficacy, emotions, belonging and well-being, which, we contend, are critical mechanisms for mediating the interactions between student and institutional characteristics and student engagement and success. Finally, the refined framework helps to explain why some students with demographic characteristics associated with lower completion rates are retained and do go on to successfully complete their studies, while similar others do not. These three contributions, the interface, the key constructs within it being mediating mechanisms and their explanatory utility, provide focus for the design and implementation of curricula and co-curricular initiatives aimed at enhancing student success and retention, and importantly to evaluate the impact of these interventions.
Student interest as a key driver of engagement for first year students
(2017-07) Kahu ER; Nelson K; Picton C
Much has been written about the challenges faced by first year students at university. This paper adds to that literature by exploring student interest, known to be associated with persistence and learning. Using data from a qualitative study following 19 students through their first year at a regional Australian university, the paper examines the antecedents and consequences of student interest. Findings show the students’ existing individual interests and goals interact with the teaching environment to trigger situational interest. Situational interest then enhances behavioural and cognitive engagement and leads to better learning and grades. Perceived relevance of the learning task is shown to be a particularly important determinant of student interest. Students’ emotions, self-efficacy, and their sense of belonging are also important factors in explaining the links between student interest, the teaching environment, and student engagement.
The benefits of good tutor-student relationships in the first year
(2019-08) Kahu ER; Picton C
© 2019, QUT Library. All rights reserved. Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: Helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved wellbeing and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.
The engagement of mature distance students
(Routledge Taylor & Francis Group, 2013) Kahu ER; Stephens C; Leach L; Zepke N
An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.
Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning
(29/02/2020) Kahu ER; Picton C
© The Author(s) 2020. The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students’ lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data – the chosen photographs and the students’ explanations of their choices – were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university – learning to be a university student and learning to be an adult – as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.

Browsing by Author "Kahu ER"

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