What to do

Check if the learning package provides opportunities and tools for learners to communicate both synchronously (e.g. by phone, video, or in-person) and asynchronously (e.g. via email, messages, recorded videos etc.)

Where to focus

You may want to look at the Course Profile/Unit Outline, Weekly Learning Schedule/Plan, or Discussion Boards to find information on how learners can communicate with one another.

What to look out for, specifically

Synchronous communication may be provided through online meetings using video conferencing tools like Zoom or Microsoft Teams. Asynchronous communication may be facilitated by a range of platforms like Padlet, VoiceThread, Google Docs, email, discussion forum, etc.

Tips

The information and tools for communication may be presented in different parts of the learning package, depending on the purpose of the communication, e.g. for discussing tasks or clarifying assessment requirements. Make sure you have a quick look through the key content areas of the learning package to avoid missing important information.

You may read more about synchronous and asynchronous communication here: https://www.spinach.ai/blog/synchronous-vs-asynchronous-communication

Foster whakawhanaungatanga by enabling multiple ways for learners to connect and engage with each other. Look for opportunities that support ongoing relationship-building, not just one-off interaction.

Example

A course opens with a ‘Community Kōrero’ discussion where learners introduce themselves (e.g., “No hea koe?”), followed by ongoing forum discussions that remain active throughout the course.

Further Info

• Huakina mai: Doorways toward culturally responsive education
• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
• The Mana Model

What to do

Check if activities and tools are described that allow students to work together during or outside class time.

Where to focus

Information regarding collaborative activities may be available in the Assessment, slide decks, or weekly plans. Technologies used for collaboration, e.g. Padlet or Google Docs may be provided in the Learning resources, or Course profile/Unit Outline sections.

What to look out for, specifically

You may want to check the slide decks, apps, software, online platforms, etc. that are used for collaboration like Wikis or Microsoft Teams.

Tips

The collaboration activities may be conducted during or outside class time; hence, information regarding them may be provided in synchronous/face-to-face sessions rather than directly in the asynchronous learning package. If there is evidence that supports your assumption that this is the case, a No But and comment will be a good option.

The following link provides a list of 30 collaboration tools for students in case you want more examples: 30 Of The Best Digital Collaboration Tools For Students (TeachThought)

Reflect ako by designing collaborative tasks where learners actively co-construct knowledge. Look for activities that require shared thinking and contribution, rather than parallel individual work.

Example

Learners work in groups to create a shared digital poster using Google Slides, then present their work and respond to peer feedback via a Padlet or discussion forum.

Further Info

• Tataiako
• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
• The Mana Model

What to do

Skim the learning package to see if it includes a description of the intended purpose of students’ interaction with their peers.

Where to focus

The information may be found in the Course profile/Unit Outline, Assessment, Weekly plan or Discussion Board sections.

What to look out for, specifically

You may want to find task descriptions, or introduction to student-student interaction activities.

Tips

This may be a short introductory sentence to a section, for example Each group will be provided with a private channel in Microsoft Teams to facilitate your discussion regarding the group project.

Clarify kaupapa by making the purpose of each interaction explicit. Purpose-driven activities support meaningful engagement and help learners understand why participation matters.

Example

A discussion forum includes a clear statement: “This kōrero explores ethical perspectives — draw on your own context and respond to at least two peers.”

Further Info

• Tataiako
• Ngā Hau e Whā o Tāwhirimātea
• The Mana Model

What to do

Check whether the learning package includes guidelines on what students are expected to do when communicating with their peers.

Where to focus

The expectations may be provided in the task descriptions in the Assessment, Course profile/Unit guide or Weekly schedule sections.

What to look out for, specifically

Examples of such expectations may include the topic/content of discussion, word counts, frequency, and online etiquette, etc. It may be that students are required to interact with AI agents or similar – if this is the case then coherent scaffolding should be supplied.

Tips

For a Yes, the information needs to be explicitly presented in the learning package.

Model manaakitanga by setting clear and respectful expectations for participation. Look for guidance on tone, frequency, and culturally inclusive communication practices.

Example

A “Community Guidelines” page outlines expectations such as acknowledging others’ contributions respectfully and beginning posts with a greeting (e.g., “Kia ora”, “Talofa”).

Further Info

Card, A., Merry, R., & Carroll-Lind, J. (Eds). (2022). Bicultural principles of teaching and learning online | Ngā mātāpono kākano rua o te mahi ako tuihono

What to do

Check if students are able to communicate with the teaching staff synchronously and asynchronously, and have access to the technologies to do so.

Where to focus

Information regarding synchronous and asynchronous interaction may be provided in the Course profile/Unit Outline, Weekly plan, Assessment, or Discussion Board.

What to look out for, specifically

Examples of synchronous communication may include online lectures or tutorials via Zoom or Microsoft Teams, while asynchronous interaction may be facilitated on platforms such as a Discussion Forum, VoiceThread, or Q&A Padlet.

Tips

You may not have access to Zoom/Teams meetings or recordings, however as long as they are available then the box is ticked.

More information and examples regarding synchronous and asynchronous communication are available here: Synchronous vs. Asynchronous Communication: A Guide (TechSmith)

Demonstrate manaakitanga through visible and consistent teacher presence. Look for multiple ways learners can connect with teaching staff and receive timely responses.

Example

Each week, the lecturer posts a short video update and responds to questions in a Q&A forum within 24–48 hours.

Further Info

• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector (pp. 28-39)

What to do

Check if students are given opportunities to approach the teaching team using various channels both in person and virtually.

Where to focus

The information may be provided in the Introduction section, teaching team contacts, Discussion Board, or in the slides of the first contact session.

What to look out for, specifically

Examples can be found in the Discussion Forum of the learning management system, in an introductory video or external platforms like Microsoft Teams, Slack or Trello.

Tips

Such information may be in writing or given orally in class, therefore if they are not explicitly presented in the learning package but can be assumed, a No But and a comment about what is missing would be appropriate.

Support whanaungatanga by offering both shared and private communication channels. This ensures learners can engage in open discussion or seek individual support when needed.

Example

A course includes a public “General Questions” forum alongside a private messaging option and the ability to book one-to-one Zoom meetings.

Further Info

• Huakina mai: Doorways toward culturally responsive education
• Card, A., Merry, R., & Carroll-Lind, J. (Eds). (2022). Bicultural principles of teaching and learning online | Ngā mātāpono kākano rua o te mahi ako tuihono

What to do

Check if the learning package describes the purposes of communication between students and the teaching team, e.g. to enquire about learning materials or delivery, or seek clarification on assessment tasks.

Where to focus

The information may be provided in the Introduction section, the Learning Package profile/Unit Outline, the Assessment, or the slide decks.

What to look out for, specifically

You may want to look for a brief phrase or introductory sentence that describes the intended purpose of the communication, a reflection activity, or a weekly journal.

Tips

The information may not always be explicitly presented, especially with commonly used tools like a Discussion Board, in which case a Yes But or No But may be a suitable option, depending on how much description is provided.

Clarify whāinga by explaining the purpose of each communication channel. Clear intent reduces uncertainty and helps learners use the right space for the right type of interaction.

Example

The course Q&A forum states: “Use this space for questions about weekly content and assessments. The lecturer will respond within two days.”

Further Info

• Student voice in tertiary education settings
• Tataiako
• Card, A., Merry, R., & Carroll-Lind, J. (Eds).(2022). Bicultural principles of teaching and learning online | Ngā mātāpono kākano rua o te mahi ako tuihono

What to do

Skim to see if there are instructions on how students are expected to communicate with the teaching team or vice versa.

Where to focus

The information may be found in the slides of the first section, in the contact information of teaching staff, or in the Assessment section.

What to look out for, specifically

Examples may include the timeframe within which teachers respond to a student’s correspondence or information regarding bookable consultations with students. It may be that students are required or encouraged to interact with AI agents or similar – if this is the case then coherent scaffolding should be supplied.

Tips

The information may be given orally during contact sessions but not in writing in the learning package. If it is unclear, it would be appropriate to give a No or No But with comments to clarify your choice.

Reinforce kotahitanga by setting shared expectations for communication. Clear guidelines support respectful engagement and help establish a consistent learning culture.

Example

A communication policy outlines expected response times and encourages respectful language, including the use of greetings and clear subject lines.

Further Info

• Tataiako (Ako  & Kotahitanga)
• The Mana Model
• Card, A., Merry, R., & Carroll-Lind, J. (Eds). (2022). Bicultural principles of teaching and learning online | Ngā mātāpono kākano rua o te mahi ako tuihono

What to do

Check if the learning package states requirements for student engagement with the online learning environment, for example complete tasks and activities provided.

Where to focus

Such requirements may be found in the Learning resources, Assessment section or Course profile.

What to look out for, specifically

Examples for student participation can be online quizzes, videos to watch, expected amount of time spent engaging with readings, or participation in interacting with peers in the online discussion.

Tips

Some activities may be provided in the weekly class slides hence not easy to find quickly.

More examples for student participation online may be found here: 8 Strategies to Improve Participation in Your Virtual Classroom (Edutopia)

Build whakawhanaungatanga by framing participation as contribution to a shared learning community. Look for guidance that emphasises engagement, connection, and mutual support rather than compliance.

Example

Participation guidelines state: “Engage with at least two peers and respond thoughtfully to their ideas to support shared learning.”

Further Info

• Huakina mai: Doorways toward culturally responsive education
• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector (pp. 28-34)

What to do

Skim the learning package to see if students are asked to introduce themselves to the learning community.

Where to focus

The Introduction section or introductory video by the teaching team may be the place to check, or the slides of the first contact session.

What to look out for, specifically

You may need to watch out for a VoiceThread, Flipgrid activity, or an icebreaker Padlet/Microsoft Teams page where students are asked to provide some self-introduction and a photo as some typical examples.

Tips

You may want to check the transcripts if you do not have time to watch all the introductory video.

Prioritise whakawhanaungatanga at the beginning of the course. Early opportunities to share identity and context support connection and belonging.

Example

In Week 1, learners post a short introduction (e.g., pepeha, image, or short video). The lecturer models this first and provides guidance for those unfamiliar with the format.

Further Info

• Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector (pp. 28-34)

Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.

What to do

Skim to see if students are welcomed by an announcement when they first visit the online learning environment.

Where to focus

The front or home page or the Introduction section.

What to look out for, specifically

Keep an eye out for a text announcement or a video or recorded presentation by the teaching team.

Tips

You do not have to watch or read it all. If the welcome message is there, then the box is ticked.

Admin Reviewer – This is an admin reviewer’s task so the first and second reviewers do not have to engage with it as you will see the evaluation result and comment by the admin review when you log in to the system.

What to do

Skim the learning package to see if there is an introduction to the members of the teaching staff.

Where to focus

The introductory video, the Introduction section, or a staff tab/page.

What to look out for, specifically

Text introduction, photos, video, or a weblink to the teacher’s profile.

Tips

If there is more than one teaching team member, check if the information provided is presented consistently across the team.

What to do

Record the reason or evidence why a Yes / Yes But / No But / No was given for each success indicator. Start with the number, e.g. 4.1.1. and put the comment for each indicator in a new paragraph.

Where to keep these comments

There is no separate box to provide comments for each success indicator, so all comments go in the same section under all the success indicators in a standard.

Why it is necessary to have these comments

Reviewers need to meet to discuss the Combined Review, and by that time they may have forgotten why they made that decision or where specific information was found for specific success indicators as some time may have passed. Having such explanations and evidence handy also helps reviewers reach a decision where there are differences in opinion.

Tips

When a Yes was given, you may want to note where you found that piece of information as the other reviewer may have not seen it. For a Yes But, No But, or a No, it is important to note what is missing and how the issue can be addressed. These comments will be made available to the developers and staff later and your comments will be helpful for them in improving their learning package.