Connecting through integration: Blending Pacific approaches with online technologies

Abstract

To date many indigenous and minority students report significant challenges in engaging in the traditional pedagogies of higher education, often resulting in low attendance and achievement. As New Zealand residents Pacific students at the University of Auckland New Zealand are a targeted equity group. Therefore support services and approaches likely to raise academic achievement are being actively explored. This paper examines the implementation phase of a research project which began in late 2011 in partnership with academic staff to investigate ways of promoting greater curriculum and academic literacy alignment, student engagement and success in academic studies using a blended approach. It involves a three year survey of first year and third year students’ information and academic literacy skills. Students’ formal and informal feedback is helping inform ongoing enhancements to the blended learning and teaching environment. It argues that for blended approaches to be relevant and successful in minority student contexts, curriculum demands and Pacific cultural approaches and perspectives need to be integrated into learning environments. The paper will present examples of how Pacific approaches to date have been ‘blended’ with online technologies and e-learning to create a more flexible and dynamic learning experience for students. This paper will be of interest to institutions with growing Pacific and other minority populations, seeking to assist students achieve greater academic success.