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RAPPORT Issue 5 (August 2020) Using the ILP in tutorial meetings created an environment for students to reflect on their progress, academic achievements, and goals through engagement based on the student-teacher interaction. Overall, the results of the student survey and interviews revealed that a collaborative learning environment promotes student engagement by treating students as partners in the learning process. An ILP can serve as a powerful strategy for individualising instruction, encouraging collaborative learning where teachers work together with individual students to help them achieve their academic goals and raise the level of engagement, thereby improving academic achievement. References Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (ed.) Emerging technologies in distance education. Edmonton: Athabasca University Press. At: http://www.aupress.ca/books/120177/eb ook/02_ Veletsianos_2010- Emerging_Technologies_in_Distance_E ducation.pdf (accessed 05.08.2020) Australian Qualifications Framework [AQF] (2013). Second Edition January 2013. At: https://www.aqf.edu.au/sites/aqf/files/aq f-2nd-edition-january-2013.pdf (accessed 28.5.2019) Hopkins, L. & Barnett, T. (2015). Learning at the health and education interface: personalised learning at the Royal Children's Hospital, Melbourne. In Riele, K.T. & Gorur, R. (eds.) Interrogating conceptions of "vulnerable youth" in theory, policy and practice. Rotterdam, NL: Sense Publications (pp. 151-163). Krull, G. & Duart, J. M. (2018). Meeting the needs of digital learners: Learner support patterns and strategies. In Ivala, E. (ed.) ICEL 2018 - 13th International Conference on E-Learning. Cape Town, SA: ACPI. (pp. 212-219). Marshall, M. N. (1996) Sampling for qualitative research. Family Practice, 13(6): 522-526. Nguyen, T. D., Cannata, M. & Miller, J. (2018) Understanding student behavioral engagement: Importance of student interaction with peers and teachers. Journal of Educational Research, 111(2): 163-174. 82