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We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience (tutor and learner observational feedback, departmental meeting notes, newly-developed written resources and performance reports) of transitioning between temporary online PBL and face-to-face PBL but note that the majority of this advice translates easily to many types of virtual, interactive tutorial. We also include contextual evidence and theories from existing literature, with a focus on online PBL facilitation, learning and quality assurance. Despite widespread implementation of online teaching, there remain unanswered questions about whether deep learning occurs. The focus of this reflective paper is to better align online PBL practice with the principles of contextual, active, collaborative and self-directed learning and learning issues to be pursued.

Background: Learner handover (LH) is the passing on of information about students between educators. In light of broad acceptance that LH can improve learner support experiences and performance outcomes, those involved are seeking greater governance to achieve practical, effective handover implementation. Stakeholder consultation can inform and enable the co‐creation of meaningful, robust practice guidance. This study sought to address the gap in literature around in‐depth learner opinion, a key element so far overlooked. Methods: This qualitative study (2022) investigated undergraduate medical student perspectives on appropriate tutor information‐sharing at the University of Limerick School of Medicine (ULSoM). The findings build upon an educator focus group study published by the authors (2021). Eleven participants were recruited to represent the typical graduate‐entry medical school programme population across years 1–4 of study. Their understanding and expectations of "learner handover" were explored qualitatively, using online, individual, semi‐structured interviews. Inductive transcript coding and thematic data analysis were applied to illustrate learner insights. Findings: Emergent themes included shared values, individual context and collaborative process, with ideas proposed for specific action around student education, staff training, mental health support, and documented procedures. Discussion Consent, system transparency, data security and the development of positive handover culture were revealed as current needs. Student perspectives, together existing LH literature and highlighted aspects of educational theory, allowed the creation a new conceptual LH framework as a foundation for practice improvement. Conclusion: These findings provide clarity and contextual understanding, mainly from a pre‐clinical phase learner standpoint, with pragmatic suggestions to enhance LH appeal. [ABSTRACT FROM AUTHOR]

Reflection as a tool for the development of an intercultural dimension in language learning is mentioned to varying degrees in curriculum documents, guidelines and the literature. While there is a call for teachers to encourage language learners to engage in reflection for the development of intercultural competence (IC), studies show it can be challenging to implement in the classroom. This paper considers the extent to which language teachers in New Zealand schools provided opportunities for learners to develop aspects of IC through reflection. Findings from a nationwide survey and interviews with teachers of six foreign languages indicate that many teachers were limited in both their understanding and use of reflection as a learning tool. However, two examples are given of how teachers did provide opportunities that encouraged their learners to reflect on their own culture and on the culture of others. From examples, we summarise strategies that may assist in scaffolding learners into reflection, and call for focussed language teacher professional development.

Incorporating new media technologies that enable mobile learning to be part of educational practice poses challenges to those used to teaching in a traditional classroom environment. In this article three lecturers and a learning advisor from a New Zealand university reflect on their experiences in the progressive redesign of a Bachelor of Arts degree paper. Students were tasked with using mobile devices to make short movies and incorporate digital platforms and social media as part of mobile learning. A design-based research approach assisted the lecturers to use the transition of the paper over a two-year period as a case study to demonstrate how a change in mindset and skill base was necessary for them as well as the students in adapting to a mobile learning environment. Findings from this research indicate that the students' ability to apply creative skills using mobile devices, plus the lecturers' willingness to embrace new formats, enhanced the learning and teaching experience. Finally, this article presents guidelines to assist other institutions wishing to update courses to incorporate mobile learning.

Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling, prompting a demand for more foreign language teachers. A nationwide professional development program for language teachers is building language teacher capacity to meet the demand. Participants on the program have a range of language teaching subject knowledge. While some have extensive knowledge of their target teaching language but lack formal language teaching qualifications, others are generalist teachers with an interest in teaching a foreign language who are just beginning to develop their subject knowledge. This paper considers teachers' subject knowledge, that is, their language proficiency. We report on the differences in the classroom practice of teachers with limited subject knowledge, compared with teachers with more extensive subject knowledge. The data were analysed against key aspects of teaching based on the work of Farrell and Richards. The analysis revealed a variance in the number of key aspects the teachers could manage and differences in their level of effectiveness in managing the key aspects. We highlight the importance for teachers with limited levels of target language proficiency of continuing to develop their subject knowledge in order to maximize the language-learning experience for their students. (Contains 2 tables and 2 notes.)

Many novice language teachers have difficulty putting into practice their developing knowledge of language teaching. This article focuses on one of seven case study teachers as an exemplar of those involved in a New Zealand in-service professional development program for teachers of languages (Chinese, French, German, Japanese, Spanish) in schools. The program was successful in developing teachers' understanding of what learners need in order to develop language knowledge. However, observations of the case study teachers revealed that some had weaknesses in classroom delivery, resulting in unproductive use of teaching time and minimum student language learning. To maximise learning, many experienced teachers have already established classroom routines and procedures. To assist novice teachers in addressing the microskills of classroom routines and the utterances needed for delivery to maximise productive time in language classrooms, we offer our Engage, Ensure, Sustain, Reflect (EESR) framework. A teaching event from a Year 8 French class is used to elaborate the framework which may provide support for language teachers to develop good classroom management skills. As well, the EESR framework may have relevance for language teacher educators working with pre- and in-service teachers. (Contains 5 tables.)

This paper examines a language teacher education professional development programme in New Zealand that draws on the 2007 New Zealand Curriculum. At the heart of the Learning Languages area in the curriculum is communicative competence, with the understanding that communication involves "language knowledge" and "cultural knowledge." The New Zealand Ministry of Education expects that schools will be able to offer all Years 7-10 students the opportunity to learn an additional language in order for them to participate effectively in multicultural settings, both in New Zealand and internationally. To deliver this, language teachers and generalist teachers are being encouraged to undertake professional development. This paper reports on a research evaluation of a Ministry-sponsored language teacher professional development programme. The findings reveal success in increasing teacher understanding of how to develop learners' language knowledge, because this part of the programme was underpinned by a deep principled knowledge base, and teachers had opportunities to acquire knowledge and participate in a language teaching community. However, teacher understanding of how to increase learners' cultural knowledge was less successful, because of a lack of a principled knowledge base of intercultural language teaching. We argue that effective professional development programmes need both to be based on deep principled knowledge and to offer learning that involves acquisition and participation. (Contains 4 tables.)

This study considered the duties and role dimensions of medical school staff in the context of how they deal with sensitive student information. It focused on exploring appropriate communications about learners in training for professional practice. The authors recognized the current legal and ethical dilemmas faced in managing academic, behavioural, and/or personal student issues and aimed to research how ongoing tensions and complexities manifest in relation to learner handover. The study aimed to inform future policy development around information-sharing practice to support student progress. A live audience-response survey was combined with a one-hour focus group session. Real experiences and opinions were focused through the use of scenario-based discussion and facilitator prompts to produce a transcript. Qualitative analysis, with inductive coding by the study team, identified themes; current values, processes, approaches and context to handover. Key quotes were highlighted and survey findings charted. Staff explained how they balance trying to best support the interests of learners whilst respecting their rights to privacy. Participants echoed an ongoing need for clear instruction and explored grey areas in communication strategy. Shared, evolving concerns were discovered about entrustment and traceability, with some consensus of opinion on written record-keeping/activity logs. The study contextualized perceived risks and benefits within learner handover and provided rich insights from a medical school shop floor around how sensitive student information is handled. The findings contribute to a wider, timely conversation within healthcare education and will be instrumental in tailored policy development. Learner perspectives will be sought as a key next step. [ABSTRACT FROM AUTHOR]

Reflection as a tool for the development of an intercultural dimension in language learning is mentioned to varying degrees in curriculum documents, guidelines and the literature. While there is a call for teachers to encourage language learners to engage in reflection for the development of intercultural competence (IC), studies show it can be challenging to implement in the classroom. This paper considers the extent to which language teachers in New Zealand schools provided opportunities for learners to develop aspects of IC through reflection. Findings from a nationwide survey and interviews with teachers of six foreign languages indicate that many teachers were limited in both their understanding and use of reflection as a learning tool. However, two examples are given of how teachers did provide opportunities that encouraged their learners to reflect on their own culture and on the culture of others. From examples, we summarise strategies that may assist in scaffolding learners into reflection, and call for focussed language teacher professional development. [ABSTRACT FROM AUTHOR]

Incorporating new media technologies that enable mobile learning to be part of educational practice poses challenges to those used to teaching in a traditional classroom environment. In this article three lecturers and a learning advisor from a New Zealand university reflect on their experiences in the progressive redesign of a Bachelor of Arts degree paper. Students were tasked with using mobile devices to make short movies and incorporate digital platforms and social media as part of mobile learning. A design-based research approach assisted the lecturers to use the transition of the paper over a two-year period as a case study to demonstrate how a change in mindset and skill base was necessary for them as well as the students in adapting to a mobile learning environment. Findings from this research indicate that the students' ability to apply creative skills using mobile devices, plus the lecturers' willingness to embrace new formats, enhanced the learning and teaching experience. Finally, this article presents guidelines to assist other institutions wishing to update courses to incorporate mobile learning. [ABSTRACT FROM AUTHOR]

The study of schemas in sexual offenders is a relatively new approach in attempts to understand the deviant beliefs and attitudes of sexual offenders. Emerging findings suggest that offence supportive attitudes may be the product of an offender's underlying schemas. This study aims to establish the relationship between offence supportive attitudes and schemas in a sample of mentally disordered sexual offenders (MDSOs). Thirty-one male sexual offenders held within low through high security forensic mental health units were assessed using the Young Schema Questionnaire - Short Version 3 and the Questionnaire on Attitudes Consistent with Sex Offending. Correlational analyses suggested a pattern of relationships in which Insufficient Self-control, Entitlement and Enmeshment arose as the schemas associated with most offence supportive attitudes. This supports a relationship between schemas and offence supportive attitudes in MDSOs and is consistent with the literature to date. Implications for further research and treatment are considered. [ABSTRACT FROM AUTHOR]

Recent discussion has focused on the benefits and constraints of using and teaching reflection for professional self-development (Farrell, 2007; Volk, 2010). Alongside this is an interest in the value of dialogue in teacher development (for example Edge, 2007). This paper describes the experience of advanced language teachers participating in a reflective practice project undertaken as a paper in a professional Master's qualification in a New Zealand tertiary institution. Using data from teacher participant reflective essays and an end of course evaluation, the paper describes teachers' growth in reflectivity and notes the role of dialogue in promoting professional development. The paper also explores the extent to which Stanley's framework (1998) was useful in measuring levels of reflectivity. The researchers found that teachers believed the course promoted their professional development in several ways, and that the activities participants found most helpful were ones that contained an element of dialogic interaction. Participants' level of reflectivity at the end of the course was high on Stanley's (1998)framework, but it was necessary to modify parts of the framework for use in this context. [ABSTRACT FROM AUTHOR]

Many novice language teachers have difficulty putting into practice their developing knowledge of language teaching. This article focuses on one of seven case study teachers as an exemplar of those involved in a New Zealand in-service professional development program for teachers of languages (Chinese, French, German. Japanese, Spanish) in schools. The program was successful in developing teachers' understanding of what learners need in order to develop language knowledge. However, observations of the case study teachers; revealed that some had weaknesses in classroom delivery, resulting in unproductive use of teaching time and minimum student language learning. To maximise learning, many experienced teachers have already established classroom routines and procedures. To assist novice teachers in addressing the microskills of classroom routines and the utterances needed for delivery to maximise productive time in language classrooms, we offei our Engage, Ensure, Sustain, Reflect (EESR) framework. A teaching event, from a Year 8 French class is used to elaborate the framework which may provide support for language teachers to develop good classroom management skills. As well, the EESR framework may have relevance for language teacher educators working with pre- and in-service teachers. [ABSTRACT FROM AUTHOR]