Bishop, R., Ladwig, J., and Berryman, M.: The centrality of relationships for pedagogy: The whanaungatanga thesis, Am. Educ. Res. J., 51, 184–214, https://doi.org/10.3102/0002831213510019, 2014.
Bohle Carbonell, K., Könings, K. D., Segers, M., and van Merriënboer, J. J.: Measuring adaptive expertise: development and validation of an instrument, Eur. J. Work Organ. Psy., 25, 167–180, https://doi.org/10.1080/1359432X.2015.1036858, 2016.
Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., and Conchie, S.: Fieldwork is good: The student perception and the affective domain, J. Geogr. Higher Educ., 31, 299–317, https://doi.org/10.1080/03098260601063628, 2007.
Bretton, R. J., Gottsmann, J., and Christie, R.: Hazard communication by volcanologists: Part 1 – Framing the case for contextualisation and related quality standards in volcanic hazard assessments, J. Appl. Volcanol., 7, 1–23, https://doi.org/10.1186/s13617-018-0077-x, 2018.
Cashman, K. V. and Cronin, S. J.: Welcoming a monster to the world: Myths, oral tradition, and modern societal response to volcanic disasters, J. Volcanol. Geoth. Res., 176, 407–18, https://doi.org/10.1016/j.jvolgeores.2008.01.040, 2008.
Carabajal, I. G. and Atchison, C. L.: An investigation of accessible and inclusive instructional field practices in US geoscience departments, Adv. Geosci., 53, 53–63, https://doi.org/10.5194/adgeo-53-53-2020, 2020.
Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., and Arora, A.: Opinion of students on online education during the COVID-19 pandemic, Hum. Behav. Emerg. Technol., 3, 357–365, https://doi.org/10.1002/hbe2.240, 2021.
Clark, C.: What do we really mean when we say “bilingual/bicultural”?, Multicult. Educ., 14, 56–58, 2006.
Collopy, R. M. B. and Arnold, J. M.: To blend or not to blend: Online and blended learning environments in undergraduate teacher education, Issues Teach. Educ., 18, 85–101,
http://files.eric.ed.gov/fulltext/EJ858507.pdf (last access: 31 January 2025), 2009.
Dohaney, J., Brogt, E., and Kennedy, B.: Strategies and Perceptions of Students' Field Note-Taking Skills: Insights From a Geothermal Field Lesson, J. Geosci. Educ., 63, 233–249, https://doi.org/10.5408/13-026.1, 2015a.
Dohaney, J., Brogt, E., Kennedy, B., Wilson, T. M., and Lindsay, J. M.: Training in crisis communication and volcanic eruption forecasting: design and evaluation of an authentic role-play simulation, J. Appl. Volcanol., 4, 1–26, 2015b.
Dohaney, J., Brogt, E., Wilson, T. M., and Kennedy, B.: Using Role-Play to Improve Students' Confidence and Perceptions of Communication in a Simulated Volcanic Crisis, in: Observing the Volcano World, Advances in Volcanology, edited by: Fearnley, C. J., Bird, D. K., Haynes, K., McGuire, W. J., and Jolly, G., Springer, Cham, https://doi.org/10.1007/11157_2016_50, 2017.
Dohaney, J., Jolley, A., Kennedy, B., and Watson, A.: A systematic review of volcanology learning and teaching in higher education, Volcanica, 6, 221–252, 2023a.
Dohaney, J., Jolley, A., Kennedy, B., and Watson, A.: A summary of peer-reviewed resources for teaching volcanology in higher education, Volcanica, 6, 253–263, 2023b.
Eketone, A. and Walker, S.: Bicultural practice: Beyond mere tokenism, in: Social work for sociologists: Theory and practice, 103–119, New York, Palgrave Macmillan US, https://doi.org/10.1057/9781137389688_7, 2015.
Engel, K. T., Davidson, J., Jolley, A., Kennedy, B., and Nichols, A. R. L.: Development of a virtual microscope with integrated feedback for blended geology labs, J. Geosci. Educ., 72, 367–381, https://doi.org/10.1080/10899995.2023.2202285, 2023.
Forbes, D., Gedera, D., Brown, C., Hartnett, M., and Datt, A.: Practical learning in hybrid environments: Can remote learning be active, authentic, and real?, Distance Educ., 44, 362–379, https://doi.org/10.1080/01587919.2023.2198487, 2023.
Gabrielsen, H., Procter, J., Rainforth, H., Black, T., Harmsworth, G., and Pardo, N.: Reflections from an Indigenous Community on Volcanic Event Management, Communications and Resilience, in: Observing the Volcano World, Advances in Volcanology, edited by: Fearnley, C. J., Bird, D. K., Haynes, K., McGuire, W. J., and Jolly, G., Springer, Cham, https://doi.org/10.1007/11157_2016_44, 2017.
Gates, A. E., McNeal, K., Riggs, E., Sullivan, S., and Dalbotten, D.: New developments in diversity and inclusiveness in geosciences, J. Geosci. Educ., 67, 285–286, 2019.
Ghadiri, K., Qayoumi, M. H., Junn, E., Hsu, P., and Sujitparapitaya, S.: The transformative potential of blended learning using MIT edX's 6.002
× online MOOC content combined with student team-based learning in class,
https://images.ctfassets.net/ii9ehdcj88bc/40sNOzvhlP4uIVe8DEHrrF/e5da38375d9839499a129f2206cd8f29/ed-tech-paper.pdf (last access: 31 January 2025), 2013.
Gonzales, D. and Semken, S.: Integrating undergraduate education and scientific discovery through field research in igneous petrology, J. Geosci. Educ., 54, 133–142, 2006.
Kana, F. and Tamatea, K.: Sharing, listening, learning and developing understandings of kaupapa Māori research by engaging with two Māori communities involved in education, Waikato J. Educ., 12, 9–20, 2012.
Kapur, M., Hattie, J., Grossman, I., and Sinha, T.: Fail, flip, fix, and feed–Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis, Front. Educ., 7, 956416, https://doi.org/10.3389/feduc.2022.956416, 2022.
Karagöl, İ. and Esen, E.: The effect of flipped learning approach on academic achievement: A meta-analysis study, Hacet. U. Egitim Fak., 34, 708–727, 2019.
Keane, C., Gonzales, L., and Robinson, D.: Status of Recent Geoscience Graduates 2021, Am. Geosci. Inst., 77 pp.,
https://www.americangeosciences.org/static/files/GraduateSurvey2021.pdf (last access: 31 January 2025), 2022.
Kennedy, B., Engel, K. T., Davidson, J., Tapuke, S., Hikuroa, D., Martin, T., et al.: Supporting data for “Incorporating science communication and bicultural knowledge in teaching a blended volcanology course”, University of Canterbury Data Repository [data set], https://doi.org/10.26021/canterburynz.28700828.v1, 2025.
Khalil, H. and Ebner, M.: MOOCs Completion Rates and Possible Methods to Improve Retention – A Literature Review, in: Proceedings of EdMedia 2014 – World Conference on Educational Media and Technology, edited by: Viteli, J. and Leikomaa, M., 1305-1313, Tampere, Finland: Assoc. Adv. Comput. Educ. (AACE),
https://www.learntechlib.org/primary/p/147656/ (last access: 31 January 2025), 2014.
King, D. N. T., Skipper, A., and Tawhai, W. B.: Māori environmental knowledge of local weather and climate change in Aotearoa – New Zealand, Climatic Change, 90, 385–409, https://doi.org/10.1007/s10584-007-9372-y, 2008.
Kurtz, G., Kopolovich, O., Segev, E., Sahar-Inbar, L., Gal, L., and Hammer, R.: Impact of an Instructor's Personalized Email Intervention on Completion Rates in a Massive Open Online Course (MOOC), Electron. J. E-Learn., 20, 325–335, 2022.
Marín-Spiotta, E., Barnes, R. T., Berhe, A. A., Hastings, M. G., Mattheis, A., Schneider, B., and Williams, B. M.: Hostile climates are barriers to diversifying the geosciences, Adv. Geosci., 53, 117–127, 2020.
McKinley, E.: Brown bodies, white coats: Postcolonialism, Maori women and science, Discourse Stud. Cult. Polit. Educ., 26, 481–496, 2005.
McKinley, C., Showalter, G. M., Crofoot, T., and Stone, K.: Systematic evaluation of geoscience education programs that are designed for Indigenous students, or use Traditional Knowledge, J. Geosci. Educ., 71, 428–441, 2023.
Miller, E. and Konstantinou, I.: Using reflective, authentic assessments to embed employability skills in higher education, J. Work-Appl. Manag., 14, 4–17, 2022.
Milne, T., Creedy, D. K., and West, R.: Integrated systematic review on educational strategies that promote academic success and resilience in undergraduate indigenous students, Nurs. Educ. Today, 36, 387–394, 2016.
Mogk, D. W.: The intersection of geoethics and diversity in the geosciences, Geol. Soc., Lond. Spec. Publ., 508, 67–99, 2021.
Mosher, S. and Keane, C. (Eds.): Vision and change in the geosciences: The future of undergraduate geoscience education, American Geosciences Institute, Alexandria, VA, ISBN 978-0922152330, 2021.
Nunn, J. A. and Braud, J.: A service-learning project on volcanoes to promote critical thinking and the earth science literacy initiative, J. Geosci. Educ., 61, 28–36, 2013.
Nyarko, S. C. and Petcovic, H. L.: Essential teamwork skills: Perspectives of environmental geoscience employers, J. Geosci. Educ., 71, 20–32, https://doi.org/10.1080/10899995.2022.2044665, 2022.
Pallas, P., Roberts, R., Webb, G., Walters, J., and Agllias, K.: The experiences of Indigenous students on placement: A scoping review, Aust. Soc. Work, 75, 385–400, 2022.
Pardo, N., Wilson, H., Procter, J. N., Lattughi, E., and Black, T.: Bridging Māori indigenous knowledge and western geosciences to reduce social vulnerability in active volcanic regions, J. Appl. Volcanol., 4, 1–20, https://doi.org/10.1186/s13617-014-0019-1, 2015.
Reano, D.: Using Indigenous research frameworks in the multiple contexts of research, teaching, mentoring, and leading, Qual. Rep., 25, 3902–3926, 2020.
Riggs, E. M.: Field-based education and indigenous knowledge: Essential components of geoscience education for Native American communities, Sci. Educ., 89, 296–313, 2005.
Rodrigues-Silva, J. and Alsina, Á.: Enhancing Teachers' Professional Identity in a Reflective Learning MOOC, Int. J. Emerg. Technol. Learn., 19, 23–38, https://doi.org/10.3991/ijet.v19i01.38897, 2024.
Saha, S., Tapuke, S., Tapuke, K., Kennedy, B., Tolbert, S., and Macfarlane, A.: Towards a Bicultural Approach to Designing Educational Resources in Aotearoa, New Zealand: Recommendations from Reflections at the Interface, Geol. Soc. Am. Abstr. Programs, 53, Paper No. 83-2, https://doi.org/10.1130/abs/2021AM-366496, 2021.
Saha, S., Tapuke, S., Kennedy, B., Tapuke, K., Hersey, S., Wright, F., Tolbert, S., Macfarlane, A., Leonard, G., Tupe, R., Ngaropo, P., Milroy, K., and Smith, B.: Use of “Our Supervolcano” virtual field trip to support bicultural classrooms in Aotearoa New Zealand, Sci. Act., 59, 84–96, https://doi.org/10.1080/00368121.2022.2056115, 2022.
Scott, G. W., Humphries, S., and Henri, D. C.: Expectation, motivation, engagement and ownership: Using student reflections in the conative and affective domains to enhance residential field courses, J. Geogr. Higher Educ., 43, 280–298, 2019.
Smith, G.: The Politics of Reforming Māori Education: The Transforming Potential of Kura Kaupapa Māori, in: Towards Successful Schooling (RLE Edu L Sociology of Education), 1st Edn., edtied by: Lauder, H. and Wylie, C., Routledge, https://doi.org/10.4324/9780203128572, 1990.
Smith, C. and Rithcie, J.: Enacting indigenous wisdom within higher education pedagogies, in: Transforming Education for the Future, Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Social Transformation, edited by: Lin, J., Oxford, R. L., Miller, V. W., and Fiore, A. J., Information Age Publishing, 143–160, ISBN 13:978-1623963972, 2013.
Smythe, W., Hugo, R. C., and McAllister, S.: Incorporation of traditional knowledge into geoscience education: An effective method of Native American instruction,
https://www.proquest.com/scholarly-journals/incorporation-traditional-knowledge-into/docview/3083853530/se-2 (last access: 1 April 2025), 2017.
Swanson, D. A.: Hawaiian oral tradition describes 400 years of volcanic activity at Kīlauea, J. Volcanol. Geoth. Res., 176, 427–431, 2008.
Tan, C., Yue, W. G., and Fu, Y.: Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis, Chinese Nurs. Res., 4, 192–200, 2017.
Tapuke, S. H., Kenney, C., Johnston, D. M., Procter, J., Wilson, C. J. N., Leonard, G., and Smith, B.: Mapping waiata koroua (traditional prose) and pūrākau (stories) of volcanic unrest of the Tarawera Eruption, 1886; and its relevance to contemporary natural hazards preparedness and response, AGU Fall Meet. Abstr., PA44B-01,
https://ui.adsabs.harvard.edu/abs/2019AGUFMPA44B..01T (last access: 26 March 2025), 2019.
Teasdale, R., Selkin, P., and Goodell, L.: Evaluation of student learning, self-efficacy, and perception of the value of geologic monitoring from Living on the Edge, an InTeGrate curriculum module, J. Geosci. Educ., 66, 186–204, 2018.
Treibergs, K. A., Esparza, D., Yamazaki, J. A., Goebel, M., and Smith, M. K.: How do introductory field biology students feel? Journal reflections provide insight into student affect, Ecol. Evol., 12, e9454, https://doi.org/10.1002/ece3.9454, 2022.
University of Canterbury: Distributed Leadership in Teaching Programme (DLTP),
https://www.canterbury.ac.nz/about-uc/what-we-do/teaching/the-learning-innovation-and-technology-team/the-learning-innovation-and-technology-team-staff/blended-learning---academic-development-team0/distributed-leadership-in-teaching-programme--dltp- (last access: 23 January 2024), 2023.
Viskupic, K., Egger, A. E., McFadden, R. R., and Schmitz, M. D.: Comparing Desired Workforce Skills and Reported Teaching Practices to Model Students' Experiences in Undergraduate Geoscience Programs, J. Geosci. Educ., 69, 27–42, https://doi.org/10.1080/10899995.2020.1779568, 2021.
Wang, K. and Zhu, C.: MOOC-based flipped learning in higher education: students' participation, experience and learning performance, Int. J. Educ. Technol. High. Educ., 16, 1–18, 2019.
Watson, A., Kennedy, B. M., Jolley, A., Davidson, J., and Brogt, E.: Design, implementation, and insights from a volcanology Virtual Field Trip to Iceland, Volcanica, 5, 451–467, https://doi.org/10.30909/vol.05.02.451467, 2022.
Watson, A., Kennedy, B. M., Davidson, J., Brogt, E., and Jolley, A.: The implementation of a virtual field trip to aid geological interpretation within an undergraduate volcanology course, J. Geosci. Educ., 72, 220–232, https://doi.org/10.1080/10899995.2023.2279016, 2023.
Whittecar, G. R.: A modified jigsaw-type exercise for studying volcanic landforms, J. Geosci. Educ., 48, 578–578, 2000.
