AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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The Journal Club: A Pedagogy for Postgraduate Research and Education.
No full textDeveloping deep approaches to learning can enhance students' engagement with academic material and result in improved analytical and conceptual thinking skills. A deep approach to learning occurs when students engage meaningfully with key concepts to gain meaningful knowledge and skills. Understanding how students learn can provide a firm basis for the most effective means of teaching and assessment. Consistent with calls for improvements to the pedagogy for higher research degrees, this study introduces changes to the learning environment for postgraduate research students in an interdisciplinary journal club and reports on the observed effects of the changes. We consider postgraduate students’ views and experiences of learning in an interdisciplinary journal club and the outcomes of the new taught component introduced.
Pre-to-post intervention data were analysed to determine students’ self-assessed knowledge regarding study design and interpretation. In addition, the revised Study Process Questionnaire (R-SPQ-2F) was used to assess changes in students’ deep and surface approaches to learning across the course of the intervention. Qualitative descriptive text data were also analysed using observations from the journal club and appraisals of research papers.
The findings point to greater awareness of knowledge gaps, actual research knowledge, an increase in deep approach and a decrease in surface approach to learning for some students. It is concluded that the journal club provides an authentic learning environment suitable for postgraduate students from different disciplines to collaborate, co-operate and generate new ideas
Mitigating the impacts of confinement and distancing due to COVID-19 through service learning in occupational therapy education: evaluation of the Build-A-Box campaign
No full textIn response to the COVID-19 pandemic, students, service users and community partners have had to adapt and reform the collaborative approach to service learning. In this paper, we describe the Build-A-Box Campaign, an innovative, pilot, service-learning project that endeavoured to mitigate the impacts of COVID-19 on vulnerable communities. The partnership was between occupational therapy students from the National University of Ireland Galway, community partners and service users. The aim of this study was to explore the utility of the Build-A Box campaign with all stakeholders who participated in it. Student groups partnered with community organisations to develop custom-made boxes for “at risk” service-users. Once the boxes were delivered (n=103), a survey design was used to evaluate the impact of the campaign. Data were collected through postal and online questionnaires from 33 participants (10=students; 5-community partners; 18 service-users). Data were analysed using content analysis and describe the impact that the Build-a-Box campaign had on students, community partners, and service-users. Students and community partners acknowledge the challenges of virtual service learning and the effect of the loss of in-person meetings on relationship-building, the Box, and the student experience. The results indicate areas that should be addressed in planning a similar future project, and limitations of the research are acknowledged in the context of COVID-19
The Operationalisation of Community Engagement in Higher Education Institutions: An Exploratory Study
No full textThe issue of how Higher Education Institutes (HEIs) engage with society presents challenges as they endeavour to embrace a community engagement agenda and build it into the strategic fabric of their organisations. This paper outlines key factors in the operationalisation of community engagement for HEIs: firstly, through the lens of the literature; secondly, through empirical research, based on interviews with managers responsible for community engagement in fourteen Higher Education Institutes in Ireland. The findings suggest that there is a large element of agreement on the key factors in operationalising community engagement between the literature and the managers interviewed, but some factors reflect future ambitions rather than the current reality faced by some managers. The paper does indicate a possible roadmap in operationalising community engagement
An Evaluation of the Effects of Pre-Laboratory Activities on Student Engagement in a Higher Education Computer Engineering Module.
No full textImproving student engagement, by embracing technologies and adopting student- centred teaching strategies, is one area of educational research. Pre-laboratory activities, supported by technology, have the potential to enhance student engagement, and positively transform practical learning. The aim of this research is to evaluate the effects that pre-laboratory activities have on student engagement with laboratory learning in higher education, in the field of computer engineering. Objectives are: 1) to conduct an analysis of literature on pre-laboratory preparation, as a means to enhance student engagement, and 2) to carry out primary research to determine the effects of pre-laboratory activities on student engagement. The research methodology framework is action research based. Data collection methods employed include student questionnaires, a student focus group, and reflection journals by the lecturer-researcher. Convenience sampling is employed. This study is confined to an introductory electronics module in one former IoT: it does not consider other groups, modules, or higher education institutions. A predominant finding is that pre-laboratory activities have a positive impact on student engagement in areas such as attendance, collaboration, confidence, motivation, and learning. The study concludes that pre-laboratory activities are a worthwhile teaching and learning strategy in a practical module to improve student engagement. One limitation of the study is its small sample size. The key recommendations are to expand the research to a wider cohort and to embed the pre-laboratory activities in the laboratory process from the start, so that students view it as an integral part of their practical work.
Keywords: Action research; Computer engineering; Higher education; Pre-laboratory activities; Student engagement
We cannot be who we cannot see – Exploring the extent to which Students' Union officers can be truly representative of an increasingly diverse student body.
No full textThe last few decades have seen an increased diversification of the student body in higher education. Simultaneously, the collective representation of students through student representative bodies has become a central component of the higher education culture in Ireland, the UK and Europe. This paper aims to explore the challenges that student representatives, often known as student officers, face in effectively communicating the views of the entire diversity of students they represent.
In exploring this issue, the paper outlines some of the key demographics typically referred to as ‘hard to reach’ (Shaw et.al, 2017) or ‘non-traditional’ (Smith, 2008) who tend to engage less visibly in student representative activities. In identifying some of the key student demographics that this issue tends to affect, the paper outlines some of the practical and cultural barriers that prevent them from fully engaging with student representation, and how this impacts the extent to which student representative bodies can effectively advocate on their behalf. In concluding, the paper identifies some existing practices that may warrant further exploration by student representatives and higher education institutions in order to ensure the diversity of the student body is effectively heard through representative structures
Clinical Skills in Undergraduate Nurse Education: Transforming and Harnessing Student Engagement through Problem Based Learning utilising a Blended Teaching Approach
No full textThe Covid-19 pandemic has had a transformative effect on teaching and facilitating clinical skills within undergraduate nursing programmes. Traditionally, clinical nursing skills have been taught face to face in the Department of Nursing and Health Care in South East Technological University (SETU), however, due to the pandemic, skills content has had to be taught through a blended format, predominantly on-line. The curriculum remained unchanged, with clinical skill content to be delivered, and learning outcomes which were required to be met. There was significant pressure to deliver skills teaching in an effective way despite the enforced change due to the pandemic restrictions on face-to-face teaching. Online student engagement was a priority for the working group as active engagement has been shown to enhance students' motivation to learn and increase students' satisfaction in achieving their educational goals. Furthermore, positive student engagement can reduce the sense of isolation and lend itself to improved students’ performance.
This paper provides an overview of how some of the academic team of a higher institute of technology, in the Republic of Ireland, creatively met these challenges, through on-line delivery and a blended learning approach. The module teams utilised the application of Problem Based Learning (PBL), underpinned with a philosophical framework based on Critical Social Theory (CST) principles. In order to achieve this, an acronym was devised, namely RAPID (Recognise, Assessment, Plan, Interventions and Discuss). The students were supported to develop a Portfolio of Clinical Scenarios, to enhance their learning which empowered the students to further develop their critical thinking skills.
Recommendations include a problem based learning and interdisciplinary structured nursing approach to patient assessment using the acronym RAPID. This enabled students to develop their problem-solving skills. Therefore, applying it to real world problem-based patient case scenarios, which can enhance student motivation and engagement
A Critical Evaluation of The Integration of a Universal Design for Learning Approach into a Module Using An ePortfolio: A Student Perspective.
No full textThe concept of Universal Design for Learning (UDL) has been part of the teaching process for many years. Research articles have outlined UDL principles and how they can be used to promote inclusivity, but there is less research in relation to UDL practice from a student perspective. This research study aims to address that gap by critically evaluating the integration of a UDL approach into a brand management module using an ePortfolio, from a student perspective. The approach used in this study incorporates two of the UDL principles: multiple means of engagement and multiple means of action and expression. Both principles are applied through several assessment tasks using an ePortfolio. Objectives of the study include a review of the existing literature relating to UDL and an evaluation of the student experience in an Irish Higher Education Institution (HEI) using a responsive case study. The methodology adopted for this study combines constructivism and pragmatism as a basis for a mixed methods design. Overall research findings indicate positive student perceptions of the UDL approach adopted in the areas of multiple means of engagement and multiple means of action and expression. Students embraced the flexibility of choices offered through the range of ePortfolio tasks and expressed themselves in unique ways, both individually and in groups. They developed their reflection skills and took more autonomy over their own learning through peer assessment. Findings suggest that the use of such an approach enhances student engagement and enjoyment of the learning experience as they chose their own learning paths
Belonging in Irish Higher Education for Black and Minority Ethnic Students: The 3 P’s of an Inclusive Campus – Place, Pedagogy and Power.
No full textUsing Critical Race Theory (CRT) as an analytical prism, this study interrogates the sense of belonging and inclusion experienced by Black and Minority Ethnic (BME) students on one higher education campus in Ireland. The most important story told within the study is as simple as it is complicated. The simple part is that the BME students felt that the campus was inclusive and that they experienced a sense of belonging. The complicated part is that the findings are premised in a normative assumption of whiteness as evidenced by numerous and incremental moments of exclusion in the daily experience of microaggressions, the mispronunciation of name, curriculum and pedagogical exclusions. The article uses this case to reflect on how the higher education experience can be made more inclusive by developing a race consciousness to embrace campus diversity, minimise microaggressions and create inclusive learning environments. Suggestions for inclusive practice are considered in the conclusion.
Teaching Approaches and Best Practice in Large Group Teaching for Novice Educators: Real-world Example
No full textThis paper focuses on teaching and learning approaches that assist novice and other educators in higher education. These principles are applied to a real-world example of an undergraduate teaching session inclusive of local and international nursing students. Educational theory pertaining to the session is briefly discussed, however, the focus is on the teaching and learning strategies applied. Specific attention is afforded to lesson planning, active learning, and the use of technology in large group teaching. The responsibility of the educator to promote teaching credibility, student engagement, and pre-lecture preparation is reviewed with reference to key literature, while strategies to achieve best practice are proposed