Karaka-Clarke THMacfarlane ABell BFletcher, Jo2022-05-162022-05-162022Karaka-Clarke TH, Fletcher J, Macfarlane A, Bell B (2022). Kōrero Mai: Kaiako experiences of synchronous online teaching and learning in New Zealand. Journal of Open, Flexible and Distance Learning. 25(2). 4-22.1173-5945https://hdl.handle.net/10092/103687Online teaching and learning programmes allow ākonga who live in isolated areas, or who have differing learning requirements, to study by distance. Maintaining student engagement in the online environment is an important aspect. This article explores how kaiako (teachers) can engage their ākonga (students) better in online environments. The article has a particular emphasis on supporting Māori learners, who represent 25% of the New Zealand school population. Five kaiako were interviewed about their experience of teaching New Zealand secondary school students online. The study found that the kaiako had some awareness of bicultural values and practices, but lacked confidence in embedding it in their online teaching, which was limited to synchronous timetabled sessions with some communication by text and email. The time provided for online students was considerably less than for the secondary students in traditional classrooms.enAll rights reserved unless otherwise statedonline learningsecondary schoolsbicultural practiceskaiakoākongatuaka-teinaTe Reo Māorilanguage learningJournal Article2022-03-03Fields of Research::39 - Education::3903 - Education systems::390306 - Secondary educationFields of Research::39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educatorsFields of Research::39 - Education::3903 - Education systems::390399 - Education systems not elsewhere classifiedNga Upoko Tukutuku / Maori Subject Headings::Mātauranga | Education::Mōhiotanga | Knowledge::Ako | Learning::Ako-ā-matihiko | Digital instruction; Digital learning; Instruction, Digital; Learning, Digital