All Ireland Journal of Higher Education 2023-10-31T13:40:02-07:00 Moira Maguire Open Journal Systems AISHE-J (ISSN: 2009-3160) is the journal of the <a href="">All Ireland Society for Higher Education (AISHE)</a>. It is an <a href="">open-access</a>, <a href="">peer-reviewed</a>, journal of scholarly research into Teaching and Learning in Higher Education. If you are considering a submission to the journal, please go directly to the <a href="/aishe/index.php/aishe-j/information/authors">Information for Authors.</a> In Praise of Peer Observation of Teaching: 2023-07-31T09:35:58-07:00 Michael Johnson Olubunmi Ipinnaiye Rachel Murphy Hope Davidson <p>This paper presents a set of reflections from a peer observation of teaching programme undertaken at the University of Limerick, Ireland in 2020 across four different disciplines within the University. The four lecturers (in electronic engineering, economics, history and law) took part in a reciprocal peer observation of teaching process, observing and reviewing each other’s classes and in turn being observed and reviewed. The positive conclusions drawn from this study will encourage other early career teachers to adopt a similar teaching observation system across disciplines in other higher-level education institutes.</p> 2023-10-31T00:00:00-07:00 Copyright (c) 2023 All Ireland Journal of Higher Education Online Learning Standards: 2023-04-20T14:29:06-07:00 Geraldine Grimes Fiona Boyle Michael Noctor <p>Abstract.</p> <p>Since the introduction of online learning platforms in Higher Education Institutions (HEIs), there has long been a difficulty in encouraging a broad and even adoption of those platforms by all teaching staff. The creation of templates, modelled baselines, and standards has helped enormously to make teaching staff feel more comfortable in the online space, particularly in the wake of the pandemic. Standards, however, need to be adapted for the specific context where they are being used. In one innovative Engineering programme in a university in Ireland, staffed largely by subject matter experts from the Engineering industry, where adherence to standards is an established practice, we are trialling the communication of best practice on online learning and teaching through specifically created standards, to mirror their industry experience. To allow this cohort to become comfortable with the standards, they have been introduced through the lens of heutagogy, as asynchronous, access any-time, self-directed resources. Once familiar to the team, we will develop a community of practice around extending knowledge of the standards, thereby leading the teaching staff via a distributed leadership approach where we influence teaching practice, rather than presenting ourselves as the sole authority. This paper gives an account of the initiative as we introduce these standards.</p> 2023-10-31T00:00:00-07:00 Copyright (c) 2023 All Ireland Journal of Higher Education Student and Facilitator Experiences of Transition to Online Enquiry/Problem Based Learning during the COVID-19 Pandemic 2023-06-06T06:34:18-07:00 Norma O' Leary Irene Hartigan Anita Byrne Yvonne Delaney Marek McGann Siobhan Murphy Bob Lawlor Emma O' Brien Michael Wride <p><strong>Purpose:</strong> This paper explores the experience of students and facilitators of Enquiry/Problem-Based Learning (E/PBL) as it transitioned online during the COVID-19 pandemic.</p> <p><strong>Method:</strong> This two-phased mixed-methods sequential explanatory design study targeted academic staff and students engaged in online E/PBL during COVID-19 restrictions. The experience of enforced transition to online provision of E/PBL was examined in terms of the impact of digital tools on curriculum delivery and student perception of online E/PBL. In Phase 1, academic staff (n=21) and students (n= 67) responded to a survey that explored use of digital tools and experiences of online E/PBL. In Phase 2, academic staff (n=6) and students (n=2) participated in focus groups which were designed to elicit current and retrospective perspectives of the transition to online E/PBL. </p> <p><strong>Results:</strong> Findings revealed that a number of digital tools were beneficial in assisting the delivery of online E/PBL. However, challenges were experienced by both facilitators and students with respect to technological competence and variance in IT access.</p> <p>Student responses suggested that communication barriers, inherent to the online environment, impacted on interactivity, which resulted in more active input being required from facilitators to promote student engagement. Most respondents revealed that they became increasingly comfortable in the online environment despite initial reservations, and that some changes in practice can help overcome limitations of digital tools.</p> <p><strong>Conclusion:</strong> Engaging in online E/PBL presented diverse views amongst both facilitators and students on how best to support transition to student-centred learning and teaching methodology online. Recommendations from this study highlight the need for digital and technological training to enhance facilitator competence and the importance of building rapport, structure activities, and promote social cohesion amongst learners. </p> 2023-10-31T00:00:00-07:00 Copyright (c) 2023 All Ireland Journal of Higher Education Low-stake Quizzes and Live Application Classes Increase Student Engagement with Online Pre-recorded Lectures: 2023-05-18T14:34:35-07:00 Bernard Drumm Caoimhin Griffin Jade Pollock <p><span class="ContentControl SCXW251991879 BCX8" role="group" aria-label="Rich text content control paragraph"><span class="ContentControlBoundarySink SCXW251991879 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto">​</span><span class="TextRun SCXW251991879 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW251991879 BCX8" data-ccp-parastyle="Abstract" data-ccp-parastyle-defn="{&quot;ObjectId&quot;:&quot;709b9514-b546-4fe7-8dba-29353b4cb3da|193&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469775450,&quot;Abstract&quot;,201340122,&quot;2&quot;,134233614,&quot;true&quot;,469778129,&quot;Abstract&quot;,335572020,&quot;1&quot;,469777841,&quot;FreeSans&quot;,469777842,&quot;DejaVu Sans&quot;,469777843,&quot;DejaVu Sans&quot;,469777844,&quot;FreeSans&quot;,469769226,&quot;FreeSans,DejaVu Sans&quot;,268442635,&quot;21&quot;,335559685,&quot;425&quot;,335559737,&quot;425&quot;,335559739,&quot;85&quot;,335559738,&quot;57&quot;,335551550,&quot;6&quot;,335551620,&quot;6&quot;,134245417,&quot;false&quot;,469778324,&quot;Standard&quot;,469778325,&quot;[\&quot;Keywords\&quot;,\&quot;Abstract List\&quot;]&quot;]}">When choosing to deliver a program or module online, whether to deliver synchronously or asynchronously is pertinent. While both approaches have intrinsic limitations, a common challenge is maintaining online student engagement. With increased post-pandemic implementation of online / blended delivery across higher education, means of increasing online student engagement must be prioritized, furthermore whether to rely solely on synchronous or asynchronous delivery for such courses must be addressed. In our study, we describe student feedback on how such engagement might be enhanced for online delivery. We outline the implementation of an online, flipped classroom for a 3rd year Pharmaceutical Biotechnology module (34 students) at Dundalk Institute of Technology (DkIT), during COVID-19. Classes consisted of 2 hours delivered asynchronously (via recorded lectures) and a 3rd hour for synchronous active learning over MS Teams. We found that engagement with online recorded le</span><span class="NormalTextRun SCXW251991879 BCX8" data-ccp-parastyle="Abstract">ctures (number of video views/</span><span class="NormalTextRun SCXW251991879 BCX8" data-ccp-parastyle="Abstract">student each week) was positively correlated with increased performance in weekly low-stake assessments (10 x online MCQs, 1% of total grade) and final exam scores. </span><span class="NormalTextRun SCXW251991879 BCX8" data-ccp-parastyle="Abstract">Four</span><span class="NormalTextRun SCXW251991879 BCX8" data-ccp-parastyle="Abstract"> students relayed their experiences at the end </span><span class="NormalTextRun SCXW251991879 BCX8" data-ccp-parastyle="Abstract">of the semester in an anonymous</span><span class="NormalTextRun SCXW251991879 BCX8" data-ccp-parastyle="Abstract"> focus group and reported; 1. Asynchronous delivery enabled flexible learning and self-pacing, with ability to replay lectures a noted benefit. 2. Synchronous learning allowed class interaction, instructor feedback and knowledge application. 3. Combination of asynchronous and synchronous approaches was preferred over a single delivery mode. 4. Synchronous sessions and low-stake weekly assessments incentivized engagement with asynchronous class materials. While our findings are preliminary, due to the low number of students (4/34) that contributed to our focus group, our data does suggest that combining asynchronous and synchronous resources and low-stake assessments might enhance student engagement with online asynchronous resources. These findings have pedagogical implications for educators designing future modules or programmes for online delivery.</span></span><span class="ContentControlBoundarySink SCXW251991879 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto">​</span></span><span class="EOP SCXW251991879 BCX8" data-ccp-props="{&quot;134245417&quot;:false,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559685&quot;:425,&quot;335559737&quot;:425,&quot;335559738&quot;:57,&quot;335559739&quot;:85}"> </span></p> 2023-10-31T00:00:00-07:00 Copyright (c) 2023 All Ireland Journal of Higher Education Introduction to the Issue 2023-10-31T10:55:35-07:00 Moira Maguire 2023-10-31T00:00:00-07:00 Copyright (c) 2023 All Ireland Journal of Higher Education