https://ojs.aishe.org/index.php/aishe-j/issue/feed All Ireland Journal of Higher Education 2021-02-28T15:17:56-08:00 Moira Maguire moira.maguire@dkit.ie Open Journal Systems AISHE-J (ISSN: 2009-3160) is the journal of the <a href="http://www.aishe.org/">All Ireland Society for Higher Education (AISHE)</a>. It is an <a href="http://en.wikipedia.org/wiki/Open_access_publishing">open-access</a>, <a href="http://en.wikipedia.org/wiki/Peer_review">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> https://ojs.aishe.org/index.php/aishe-j/article/view/571 Introduction to the Issue 2021-02-28T15:05:06-08:00 Moira Maguire moira.maguire@dkit.ie Ronan Bree ronan.bree@dkit.ie 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/441 Strategic Engagement: Exploring Student Buy-in across a Formative and Summative Online Assessment. 2020-07-22T10:35:32-07:00 Suzanne Fergus s.fergus@herts.ac.uk Ektaa Hirani ehirani@hotmail.com Nawal Parkar nawalparkar@hotmail.com Stewart Brian Kirton s.b.kirton3@herts.ac.uk <p class="Abstract"><a name="_Hlk13653303"></a><span lang="EN-GB" style="font-size: 11.0pt; font-family: 'Arial',sans-serif;">Assessment greatly influences the approaches students take in their learning. The nature of the assessment task, its educational value, outcomes and perceived importance can influence student engagement. PeerWise, a freely available online tool enables a highly interactive student-led assessment activity that promotes independent learning and peer-feedback. The level and quality of student engagement across a formative and summative PeerWise assignment in two 1<sup>st</sup> year chemistry modules across three academic years was evaluated. Detailed analysis reports the level of student participation in the task, time-resolved engagement during the assignment window, classification of the student question type (using a revised Bloom’s taxonomy), quality of model answers/student comments and occurrence of errors. </span><span lang="EN-GB" style="font-size: 11.0pt; font-family: 'Arial',sans-serif;">The level of participation was extremely high in both formative and summative cohorts. There was enhanced engagement from the formative cohorts in answering questions and engaging in PeerWise beyond the assignment deadline. The quality of student work was comparable irrespective of the summative/formative assignment and the majority of questions created tested beyond simple recall. Strategic engagement across both formative and summative cohorts is evident with a greater number of short cuts detected in the formative cohorts. This research study provides insights into some of the common concerns expressed by academics when planning the assessment portfolio within a programme of study.</span></p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/443 The TradLABB: A Framework for the Life-long Learning Journey of the Irish Traditional Musician. 2020-07-28T04:43:30-07:00 Liz Doherty liz@lizdoherty.ie <p>Abstract.</p> <p>This paper proposes a new framework that is intended to enable and encourage the Irish traditional music learner to better understand his/her journey of becoming an Irish traditional musician. The TradLABB maps out the learning process as having, simultaneously, a progressive (horizontal) dimension and a depth (vertical) dimension. ‘Trad’ is an abbreviation of ‘traditional’ and ‘LABB’ is an acronym for Learning-Applying-Being-Becoming, the iterative cycle that has been identified as underpinning the process. The framework has been developed in order to help learners visualise the stretch of the journey involved, and to enable them to situate themselves along the continuum of learning at any given time. It is intended to support learners in taking more ownership of, and responsibility for, their learning, to understand the 4 key elements of the process, and to encourage them towards becoming more reflective practitioners. The TradLABB is also presented as a tool for traditional music educators. It challenges teachers to find imaginative ways to articulate previously tacit methods and approaches and encourages them to explore new and innovative ways of supporting learners at all stages of the journey.</p> <p> </p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/509 The World is our Oyster: The Benefits of International Experiences in Higher Education 2020-11-11T05:33:58-08:00 Daithí Kearney daithi.kearney@dkit.ie Adèle Commins adele.commins@dkit.ie <p class="Abstract"><span lang="EN-GB" style="font-size: 11.0pt; font-family: 'Arial',sans-serif;">COVID-19 imposed limitations on international travel for all of society. In academia, this has impacted on the ability of staff and students to participate in international conferences, Erasmus exchange and mobility programmes and other international activities that had been part of their Higher Education experience. In this paper, we critically reflect on two international activities that we were involved in with students and highlight how a number of benefits and experiences cannot be replicated in virtual contexts. To this end we draw from previous reflections by staff and students that formed part of a number of small research projects and presentations that resulted from international travel. This has informed the planning for and design of extra-curricular activities, as well as programme development in our institution. For music graduates seeking to develop a career in performance or engage in interdisciplinary teams, international experiences and cultural competencies prepare them for a career in the global industries. Despite the impact of COVID-19 restrictions on international travel this paper highlights the ongoing potential of international projects to impact positively on staff and students’ experience in Higher Education</span><span lang="EN-GB" style="font-family: 'Arial',sans-serif;">. </span></p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/475 Teaching Maths in the Time of Covid: The Good, the Bad and Missing Factors. 2020-08-25T13:31:26-07:00 Maryna Lishchynska maryna.lishchynska@cit.ie Catherine Palmer catherine.palmer@cit.ie <p>This paper looks at the (emergency) remote delivery of mathematics versus a traditional face-to-face approach in the context of the third level education ecosystem. We then describe the approach to the delivery we took and examine the students’ response in terms of engagement, resource choices, experiences and preferences. Deficiencies and positive aspects of emergency remote delivery are also discussed.</p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/539 Conference 2020 and beyond - Space Oddity or Space Odyssey? 2020-10-05T02:31:39-07:00 Mags Amond amondm@tcd.ie <p>This summary report outlining the processes and decisions involved in ‘pivoting’ an established annual student research conference in response to sudden campus closure due to COVID-19 pandemic, and a short commentary how this experience may influence conference proceedings in the future.</p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/525 Medical Education During COVID-19: A Student Perspective 2020-09-05T08:26:48-07:00 Shriya Varghese shvarghe@tcd.ie <p>This short article discusses the impact of the COVID-19 public health guidelines on final medical examinations from the perspective of a student and argues for greater engagement with online learning in medical education.</p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/499 Online Learning Experiences of Irish University Students during the COVID-19 Pandemic. 2020-10-20T12:02:50-07:00 Linda Hui Yang linda.yang@ucd.ie <p>The coronavirus (COVID-19) crisis and the resulting lockdowns have affected nearly every sector of the global economy, and the higher education sector is no exception. Following the closure of campuses on the 12<sup>th</sup> of March 2020, all teaching in Irish higher education institutions had to be delivered entirely online through to the end of August 2020. Responding to this unique situation, this study investigated 132 full-time Business postgraduate students’ online learning experience in an Irish University. Findings from both quantitative and qualitative data provide insights into what worked, what did not and why. Most students still prefer in-class learning, despite some very positive online learning experiences. They felt that the social aspect and the learning benefits from face-to-face interaction with instructors and peers are not fully replicable in the online learning environment. The findings suggest that the foundation for an effective online learning experience is engagement.</p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/469 The Impact on Student Performance and Experience of the Move from F2F to Online Delivery in Response to COVID-19: A case study in an Irish Higher Education Institute 2020-07-03T03:32:16-07:00 Marie Finnegan marie.finnegan@gmit.ie <p>Teaching in higher education institutions (HEIs) in Ireland was suddenly and severely affected by the onset of COVID-19, with Irish HEIs instructed to close from March 13<sup>th </sup>2020 and advised to, where possible, teach online. This meant that the last four weeks of a 13 week semester, all associated teaching and assessment had to go online across all Irish HEIs. The research question for this paper is to explore how the sudden move from face-to-face(F2F) to online delivery and assessment affected the achievement of learning outcomes and the student experience in a module International Economic Policy in an Irish Higher Education Institution (HEI). While it draws on comparative contexts such as the impact of other sudden interruptions to the learning environment on student performance and the impact of moving from F2F to online delivery in economics courses in normal circumstances, it argues that there is no real comparable context. The literature on the impact of COVID-19 on student performance and experience is only now emerging. The research strategy is a case study approach to assess if the sudden move from F2F to online delivery and assessment affected the achievement of learning outcomes and the student experience. The research choice is mixed methods. The data collection instruments include exam results and a survey with final year business students. The main findings are that student performance in terms of the achievement of learning outcomes as measured by exam results was only marginally worse in the COVID-19 context. However, students’ perceptions of their achievement of learning outcomes was worse in the online environment. In addition, the sudden disruption in the learning environment impacted on the student experience in terms of equality of access and social interaction. The findings suggest that a widespread move to online delivery post pandemic may not be warranted given the findings here and inconclusive findings elsewhere. The study concludes by pointing to some challenges for HEIs in a post COVID-19 context. In particular, it suggests that online delivery must consciously and explicitly use methods to embed social interaction in online learning and that this takes on more importance in a pandemic environment.</p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/533 Trust in Science: Developing a Learning Environment to enable Public Understanding and Support for Evidence-based Information for Senior Secondary School Students and Students in Higher Education 2020-10-05T02:10:36-07:00 Julia Priess-Buchheit Julia.priess-buchheit@hs-coburg.de Dick Bourgeois-Doyle bourgeoisdoyle@gmail.com Jacques Guerette jacques.guerette@fsst.ca Katharina Miller miller@3ccompliance.com Lauren Sykes lauren.m.sykes@gmail.com <p>Drawing upon international, multidisciplinary expertise and the experience of participation in a pan-European hackathon, the authors describe the development and implementation of an online learning environment. Their hackathon project, named “<em>Trust in Science</em>”, recognised the importance of confidence in academic knowledge in the context of current societal transformations and constitutes an extension of education on the processes and principles of research integrity (RI). RI is described here as the quality of honest and verifiable methods and adherence to professional norms in research. The authors participated in the hackathon in response to the COVID-19 pandemic and the consequent suspension of classroom education. The emerging principles presented in this report may have more general application in current educational transitions.</p> 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/559 Building Digital Teaching and Learning Capabilities with DigitalEd.ie in Response to a Global Pandemic. 2021-01-07T08:19:28-08:00 Carina Ginty carina.ginty@gmit.ie <p>The COVID 19 emergency has fundamentally changed the way we all live and work, and this is having an enormous impact on the teaching and learning experience. The physical closure of our five campuses in GMIT, forced everyone online in a hurry and transitioned our learning, teaching and assessment activities to a new platform. The transition has been challenging, but it has also presented a number of opportunities for developing digital capabilities among the teaching community and alternative strategies for student engagement. Transitioning to online teaching and learning in GMIT was made possible due to a number of factors including: the advances in education technology globally in recent years and the seamless integration of Microsoft Office 365 suite and Moodle; Connacht Ulster Alliance (CUA) engagement with a HEA funded digital education development project called iNOTE, and the development of <a href="https://DigitalEd.ie">https://DigitalEd.ie</a>; the Teaching and Learning Office’s digital teaching and learning online support resources; rapid response digital education workshops and a suite of flexible online learning development courses; and the flexibility and dedication of the teaching community engaging with professional development in digital teaching, learning and assessment strategies.</p> <p>This article will outline a range of programmes and initiatives established since March 12<sup>th</sup>, 2020, that are building digital teaching and learning capabilities in GMIT, IT Sligo and LYIT (the CUA, Connacht Ulster Alliance). Rapid response interventions included: the development of a digital champion team; Ask Me Anything (AMA) clinics; digital teaching and learning small group workshops; a digital education webinar series; alternative assessment strategies workshops; Show and tell insight sessions on digital education topics and technologies; the iNOTE digital education development pathway for the academic community in the Connacht-Ulster Alliance (CUA).</p> <p> </p> 2021-03-01T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education https://ojs.aishe.org/index.php/aishe-j/article/view/569 Review of Handbook of Quality Assurance for University Teaching. 2021-02-28T11:02:51-08:00 Breda Brennan breda.brennan@dkit.ie 2021-02-28T00:00:00-08:00 Copyright (c) 2021 All Ireland Journal of Higher Education