ORCID Profile
0000-0003-1738-6758
Current Organisations
The University of Auckland
,
University of Southern Queensland
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Publisher: Elsevier BV
Date: 06-2023
Publisher: SAGE Publications
Date: 26-07-2022
DOI: 10.1177/00207640221113751
Abstract: A series of podcasts and videos was created to assist medical students with learning about suicide prevention. The aim of this research was to explore medical students experiences of using a suicide prevention learning resource. A multimedia repository of learning resources for suicide prevention was designed and created for use across all years of the medical programme at The University of Auckland. Emphasis was placed on ensuring that the resource was culturally safe. The impact of the learning resource was evaluated with a qualitative approach using focus group methodology. Two focus groups were audio-recorded, transcribed and a thematic analysis was conducted employing three cycles of coding. Three themes were identified: perceiving that suicide is complex and sensitive tailoring knowledge to match students' developmental stage and context and elements that facilitated interaction with the resource. Suicide is unsurprisingly a challenging topic for medical students. The students in this study actively engaged with this resource on suicide prevention, which supplemented their core learning of the topic. Early access to resources developed in a culturally safe way within a spiral curriculum empowers students to understand that they have an important contribution to make in preventing suicide. This may prepare them for encountering suicide with peers, family members and in clinical practice.
Publisher: Informa UK Limited
Date: 08-2009
Publisher: Informa UK Limited
Date: 03-04-2023
Publisher: IGI Global
Date: 2017
DOI: 10.4018/978-1-5225-0968-4.CH003
Abstract: Online asynchronous discussions (OADs) are a prospective tool for creating learning networks that can minimize transactional distance and humanize distance learning. Using it to support effective communication and interaction among learners in video-based distance courses requires special skills and consideration. This research evaluates the use of OADs in a second and third year sociology undergraduate video-broadcast course (VBC). Patterns of participation and interaction were examined using the network and content analysis tools to determine the effectiveness of OADs as a pedagogical strategy. The role of the teacher in establishing a learning network between on-c us and distance students was also investigated.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a M?ori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students’ perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students’ efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.
Publisher: IATED
Date: 03-2017
Publisher: Springer Singapore
Date: 2015
Publisher: IEEE
Date: 07-2011
Publisher: Springer Science and Business Media LLC
Date: 25-09-2023
Publisher: International Pharmaceutical Federation (FIP)
Date: 11-02-2022
DOI: 10.46542/PE.2022.221.129141
Abstract: This paper reports on a longitudinal, design-based research (DBR) study to promote clinical decision making using a virtual patient (VP) simulation for emergency renal care. The VP was piloted with pharmacy students, then offered as an interprofessional learning exercise for pharmacy and medical students, before being introduced as part of the curriculum. In this paper, the DBR framework used to design, implement and evaluate the VP is described. The iterative changes made and implications for the integration of virtual patient simulation in the pharmacy curriculum are discussed.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-0119-1.CH008
Abstract: Humanities are pertinent to the digital culture of today. This chapter details how non-Humanities students are engaged in “Digital Humanities: From Text to txt,” a team taught, multidisciplinary course offered at the University of Auckland since 2016. Engagement across five Humanities disciplines—Art History, English Literature, History, Philosophy, and Religious Studies—is unified with the common theme of the “digital turn.” The course is modular with each discipline given a two-week block in a twelve-week semester. Students learn with and about technologies through a range of digital forms of engagement encountered in the Humanities. The course builds on students' digital curiosity to revisit questions of personal identity, ethics and belief, meaning, creativity, and historical understanding. Engagement begins in the lecture and tutorial and is deepened via five short assessments and an online final examination. Over the two iterations of the course, student satisfaction and pass rate was high and enrolments increased by 20%.
No related grants have been discovered for Ashwini Datt.