How tertiary learning advisors can support students engaged in online collaborative group work in large STEM courses
Year: 2025
Type: article
Abstract: The article introduces Tertiary Learning Advisors (TLAs) in Aotearoa to several supportive strategies designed to engage students conducting collaborative group work online in large Science, Technology, Engineering and Mathematics (STEM) courses. The catalyst for this initiative was a learning design response to a largely amotivated and demotivated stage two STEM course cohort at the University of Auckland. Amotivation is a learner’s realisation that either their current learning trajectory is too difficult or pointless, and demotivation is a specific trigger leading to amotivation (Dörnyei & Ushioda, 2011). The resulting intervention provided teaching staff with a robust methodology designed to re-engage students in this course. Understanding the challenges these students then experienced can enable TLAs in Aotearoa to more empathetically support students who are challenged by working collaboratively in large online STEM courses.
Source: ATLAANZ Journal
Author: Nigel Gearing
Institution: University of Auckland
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4413480661