Filimoni Saumaki

notes from phone interviews conducted by Fili, August 2003

Aversion to Question Authority

How do students get their questions answered?

• By asking lecturers / tutors / administrators or through research and internet searches AT,JP,NB,DB
• Weekly tutorials / group discussions / help from experts / satellite tutorials. AS,NS,AK,NC.
• Formal letter / e-mail or by phone JV,GS,RK
• When asked UL,SA,PL
• Not frequent TN,TM,TT,KB

Are some students less likely to ask questions?

• Yes (EVERYBODY)

Why?

• Because of fear of victimization and lack of knowledge about the subject matter AS,NS,AK,NC
• They are timid or the lecturers/tutors belittle them in front of others so they are reluctant to speak up. AT,JP,NB,DB
• Cultural issues JV,GS,RK
• If not interested in the subject UL,SA,PL
• Because of proximity and distance TN,TM,TT,KB
• Lack of confidence AA,MF,V,A
• Cultural upbringing – Kiribati people will only answer if asked it is bad manners to talk when not required BT,RV,TT

How can we get students to ask questions and get the answers they need?

• have well qualified local tutors who have adequate level of teaching experience and knowledge about the subject matter AS,AK,NC,NS
• Lecturers/tutors must always allow freedom of speech by all. Should encourage/ ask someone who is extremely quiet what he or she thinks of something to elicit a response? Open discussions without fear reprisal is the best way for students to learn and get answers to questions AT,JP,NB,DB
• Involve students to other outdoor activities JV,GS,RK
• Subject groups UL,SA,PL
• Encourage more interactions over the net or set a local tutor to deliver TN,TM,TT,KB
• Face to face AA,MF,V,A
• Encouragement and direct addressing – generalizing will never work with Kiribati people BT,RV,TT

Importance of seeing inter-relationships

How can we approach teaching so that students see the whole picture of a concept

• known to unknown, easy to difficult – by using the simple approach together with individual discussion and motivation by tutors AK,NS,AK,NC
• help students to understand concepts through repetition, real case examples, metaphors, illustrations, stories and asking questions to see if students understand the concepts AT,JP,NB,DB
• get the students to fully understand the core objective of each course JV,GS,RK
• by methods of teaching, theory and practical examples UL,SA,PL
• both interactive and theory explanations TN,TM,TT,KB
• Interactive and participative AA,MF,V,A

Language

What language are students taught in?.

• English (EVERYBODY

What language do they write papers, etc?.

• English (EVERYBODY)

What language is used for discussion –

• In class -

• English and Vernacular (EVERYBODY)

• Among students

• Vernacular (everybody)

What language is preferable for teaching and learning?

• English (EVERYBODY)

Why?

• Widely accepted and because its easier to communicate to students from different cultural backgrounds. AK,NS,AS,NC
• Because it is the language that students learn. The more English they practice in speaking and writing will ameliorate their understanding of the language ATJP,NB,DB
• International and common language JV,GS,RK
• Mostly used as a business language in the region TN,TM,TT,KB
• Because it is easier to also express when writing AA,MF,V,A
• Standard mode/medium BT,RV,TT

Oral Culture / Narration

Are stories used to teach?

• Some countries do by giving local example in relation to theory and literature and practical experiences. TN,TM,TT,KB
• Some not at all may be depending on the situation and the context it could be used in

Please give examples.

• practical experience AA,MF,V,A

• Spoken vs. written teaching materials – Its normally one way communication as the lecturer/tutor keeps talking while student just quietly write notes AS,AK,NC,NS

• Written is sometimes supplied but some lecturers just talk continuously and thus can become extremely boring AT,JPNB,DB,

Local Metaphors Are local, universal, or western metaphors used to teach?

• mostly western but local would be highly recommended –Vanuatu AT,JP,NB,DB
• mixture of all – in Tonga, Samoa etc

Please give some examples of local metaphors used in teaching

• Lectures use local examples from the various islands in the South Pacific AK,AS,NC,NS

Are local or western metaphors more useful/appropriate?

• both are useful to push the point through AT,JP,NB,DB

Active learning/learning by doing How is active learning used in a classroom setting?

• group discussion, individual exercises, and local examples AK,AS,NC,NS
• encouraging students to read and prepare before classes so all can participate in class discussions AT,JP,NB,DB
• more interactions TN,TM,TT,KB
• case studies discussion UL,SA,PL
• learning by examples of real life situations JV,GS,RK

Are students more comfortable with learning by doing or by listening? Please give examples

• depends on individual students. Better study learning curve/research JV,GS,RK
• some subjects requires you to listen, others by doing UL,SA,PL
• Depends – Examples – Audio learners, practical learners TN,TM,TT,KB
• Both – Listening can become boring after a while. Doing helps students apply the concepts so that learning/knowledge is retained AT,JP,NB,DB
• Learning by doing because they would actively involve. Eg. Solving accounting problems AM,AK,NC,NS
• Both, depending on the size of the class. If too many, not very comfortable AA,MF,V,A

Group Learning/Peer learning

Do students learn from each other?

• Yes (EVERYBODY)
• Definitely AT,JP,NB,DB

How?

• By sharing knowledge and comparing answers AK,AS,NS,NC
• Well some students might be stronger in a particular aspect so other are able to learn from their examples and vice-versa AT,JP,NB,DB
• Exchange of ideas and knowledge TN.TT,TM,KB
• Group discussions and sharing of experiences UL,SA,PL

What methods are used in-group learning?

• Group discussions GS,RK,JV
• Group work/assignments and projects TN,TM,TT,KB
• Case discussions/case analysis, group presentations and group diaries to keep track of work load and allocation of marks is also useful AT,JP,NB,DB
• Active listening, brainstorming, and conflicting ideas are discussed in groups before reaching consensus AS,AK,NC,NS AA,MF,V,A

Names, contact details, country and positions.

• Arvin Kumar – Accountant (Fiji) Fiji Broadcasting Commission
• Nitin Chand – Teacher (Fiji) Ba Provincial Secondary, Lautoka
• Nilima Sharma – Vice Principal (Fiji) Nadroga Arya College
• Amar Singh – Teacher (Fiji) S93005778@ Student.usp.ac.fj
• Jean Pierre Nirua, Directo, USP Emalus Extension Centre, P O Box 12, Port Villa *Vanuatu. Tel. 00678 e-mail nirua_j@ Vanuatu.usp.ac.fj
• Naomi Bolenga – USP Extension Emulus –bolenga_n@ Vanuatu.usp.ac.fj
• Dulcie Banc – USP emulus Extension – bani_d@vanuatu.usp.ac.fj
• Andrina Thomas (Vanuatu) Tel 3370943
• Tauti Mameu (Kiribati) Tel 686-21128
• Tabakea Tareti (Kiribati) Tel 686-21153
• Kamaua Barewa (Kiribati) Tel 686-21128
• Takata Niata (Kiribati) Gneral manager
• Una Loto Vea (Tonga)S85053900@STUDENT.USP.AC.FJ
• Gane Simbe (Solomon Is) Tel 00677-21791
• Ruth Kauku (Solomon Is.) ruthk@cbsi.com.sb
• Joe Vasuni (Solomon Is.)S02009461@STUDENT.USP.AC.FJ
• Angie Alania (Samoa) Tel 21261 (00685)
• Matini Faesino (Samoa Tel 21261(00685)
• Valu (Samoa) 20000 (00685)
• Aitopele (Samoa) S11005509@STUDENT.USP.AC,FJ
• Rine Veara ( Kiribati) Homeaffairs@tskl.net.kik
• SIONE AKAUOLA (TONGA) S95005132@STUDENT.USP.FJ
• PALENTINA LANGAOI (TONGA) S11005409@STUDENT.USP.AC.FJ