Roisin Donnelly

Harmonizing technology with interaction in blended problem-based learning

This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions.

Blended Problem-Based Learning for Teacher Education: Lessons Learnt

This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students.

The implementation of pre‐lecture resources to reduce in‐class cognitive load: A case study for higher education chemistry

This case study describes an effective method to ameliorate the cognitive load caused by new terminology and concepts in lectures. Ten online pre-lecture resources whose design was underpinned by the principles of cognitive load theory were provided to a class of 49 first year university level chemistry students. Each resource introduced a number of key concepts to the forthcoming lecture and included a quiz for students to test understandings and identify misconceptions. The evaluation of the implementation of resources was measured by considering the difference in exam marks for in-semester test and end of module exam. These showed that the marks for students who had no prior knowledge of chemistry before coming to college significantly improved to the point that there was no difference between students with and without prior knowledge. A key outcome of this work is that providing students with resources to prepare for lectures can help in reducing their cognitive load. What is already known about this topic • Prior knowledge (e.g. from school level) is a strong predictor factor for future performance (e.g. at college level). • Cognitive load theory describes how the working memory has a limited capacity to process new information. • E-resources can be designed so as to minimise the difficulty of extracting new information from the resources. What this paper adds • Designing e-resources to introduce some core concepts for a lecture can help students identify these in a lecture with a lot of new terminology. • These e-resources can be easily embedded into the virtual learning environment so that students can access resources, complete quiz and receive feedback and a grade with little extra work for the lecturer. • These e-resources can provide a basis for in-lecture discussion between students and between lecturer and students to further discuss content using core terminology. Implications for practice/policy • Embedding of the resources into the module design is important to attribute them value. The lecture should build on the material introduced in the e-resource. • Feedback should be as rich as possible, correcting wrong ideas for novices to the discipline and misconceptions for those with prior knowledge. • Identifying core concepts in a structured way before each lecture, and providing feedback on students’ understanding of these, give students an opportunity to take control of their own learning both before and after a lecture.

What now? Evaluating eLearning CPD practice in Irish third‐level education

The Internet has made it impossible for higher education institutions to ignore technology in fulfilling their strategic mission and responding to the expectations of a diverse student body. In the Republic of Ireland, as elsewhere, the use of online technologies has become an increasingly important challenge in academic staff development, and on the surface, eLearning has been moderately successful in the teaching and learning environment. However, given the rapid rate of change in technology and the increasing diversity in academic staff and students, to describe accurately the nature of eLearning for academic staff development is near impossible. There has been a constant balancing and rebalancing of the pedagogical and technical elements in teaching and learning online, and while much of the talk has been about pedagogy, many of the problems have been technical in nature. Furthermore, the issue of transferability of innovative approaches and developing the capacity to respond to innovation and rapid change remains a key area. This article asks whether the technologies are being used in the best possible way. Calls for innovation within teaching and learning suggest eLearning, and as a result it is important to consider what influences staff engagement and participation in eLearning. In this way, a better understanding may emerge of the conceptions and practical approaches to their practice used by academic staff and eLearning developers.

Applied E-Learning and E-Teaching in Higher Education

Over the past decade, computer-enhanced learning has increased in demand due to developments in technological aids such as multimedia presentation and the internet. In this age of technology, it is imperative for teachers to consider the importance of technological integration in the classroom. Applied E-Learning and E-Teaching in Higher Education presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This innovative title provides fresh insight into e-Learning and e-Teaching practices while exploring the varying roles of academic staff in adoption and application.

Fostering of Creativity Within an Imaginative Curriculum in Higher Education

Psychology is frequently used as a foundation discipline in the training of adult educators because it addresses those questions which naturally emerge from an engagement with adult learning and teaching (Tennant, 1997). The professional context which forms the focus of this article is no different. By providing academic support for lecturers in a higher education institution in Ireland, there is a desire to develop a sustainable curriculum model whereby by working with them on designing and developing creative curricula in their various subject disciplines in the arts and sciences they, in turn, pass the benefits of this on to their students.

Using podcasts to support communication skills development: A case study for content format preferences among postgraduate research students

The need for the integration of generic skills training into structured PhD programmes is widely accepted. However, effective integration of such training requires flexible delivery mechanisms which facilitate self-paced and independent learning. A video recording was made of an eminent speaker delivering a 1-h live presentation to a group of 15 first-year science and engineering PhD research students. The topic of the presentation was inter-disciplinary professional communication skills. Following the presentation, the video recording was post-processed into seven alternative podcast formats. These podcast formats included a typed transcription, a full audio recording, a full video recording, presentation slides with embedded speech etc. The choice of podcast formats was based on ease-of-production by a typical computer-literate academic and ease-of-use by a typical computer-literate student. At a subsequent session, the seven podcast formats were shown to the 15 students and a survey to assess their reactions to the various formats was carried out. The survey results (quantitative and qualitative) were analysed to provide useful insight into the student preferences in relation to podcast formats. The students expressed a clear preference for summary key-point slides with explanatory voice-over by the original speaker.

Interaction analysis in a 'Learning by Doing' problem-based professional development context

This paper explores the concept and practice of interaction within a blended problem-based learning (PBL) module for academic professional development in higher education. A qualitative study spanning two years of the lived experiences of 17 academic staff in a blended PBL module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face-to-face PBL tutorials, online discussions, focus group interviews and reflective papers. For designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specific aspects of interaction (peer, tutor and the blended PBL learning experience) within face-to-face and online PBL tutorials are analysed to provide research-based information about the realities of delivering a PBL programme using a variety of current learning technologies.

Exploring lecturers’ self-perception of change in teaching practice

The principal aim of this study is to explore the self-perception of change in teaching practice by lecturers who have graduated from the Postgraduate Certificate in Third Level Learning and Teaching Course over a period extending from 2000–2003. A qualitative questionnaire was distributed to the 45 successful graduates of the course to establish the difference that the course has made on these lecturers’ professional practice as a result of the course they completed. For this study, 25 lecturers returned completed questionnaires; all indicated that change had taken made in their teaching practice, and a number of alterations had taken place. Some of these claims lacked evidence and others provided evidence to support it. The most significant changes identified were increased reflection on current teaching practice, the introduction of new teaching strategies, increased focus on the design and delivery of classes, more work taking place on course teams, an increase in confidence about learning and teaching and a more student-centred approach taken to teaching.

Towards productive reflective practice in microteaching

This paper details a small-scale, research study into lecturers’ perceived impact of microteaching within a postgraduate certificate in teaching in higher education in Ireland. Participants engage on the programme for a range of reasons: to broaden expertise and knowledge beyond the disciplinary boundaries within which they primarily operate; to build on and develop their scholarly profiles; and to reflect on their teaching experience to date. Participation in microteaching has provided a sense of validation for much of what these lecturers do and how they do it, which has resulted in ongoing critical reflection and peer discussion. Although initially giving rise to anxiety among some participants, microteaching has led to greater self-awareness and increased confidence in participants’ own ability and expertise, and a reaffirmation of their teaching style and practice. There is a role for academic developers to support lecturers to be reflective and reflexive in order that they can create their own professional knowledge. The microteaching sessions provided an opportunity for the lecturers to gain insights into their teaching role, engage in dialogue and become more reflective about their practice. It is believed that this is a welcome addition to the professional life of a lecturer.