MA in Training and Education

Permanent URI for this collectionhttps://dspace.griffith.ie/handle/123456789/343

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Browsing MA in Training and Education by Author "Gillis Peter"

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    A Critical Review and Evaluation of a Pilot Fishmonger Training Programme in Order to Identify Potential Modifications to Produce an Improved Training Programme for Fishmongers
    (Griffith College, 2019) Soraghan, Eileen
    Fishmongers are highly skilled professionals working in a range of different types of businesses including supermarket fish counters, independent shops and mobile fish vans. Consumers expect fishmongers to have a broad range of knowledge and skills, and yet in Ireland and throughout Europe, there is no specific training available to become a fishmonger. Opportunities for career development is limited and the lack of specific accredited training for fishmongers is damaging the sector. In this study an evaluation of a Pilot Fishmonger Training Programme was carried out. The purpose of this was to identify potential modifications that could feasibly be introduced to produce an improved training programme for fishmongers. Seven participants from the pilot programme were interviewed along with one programme trainer and one mentor. Current fishmonger training practices in other countries was also reviewed in the study. The feedback from participants was largely positive with most reporting that they had enjoyed taking part in the programme, gained significant knowledge and skills, and had applied some aspects of the learning in the workplace. While it was found that many elements of the programme worked well and should remain unchanged, significant modifications will be required to produce an improved training programme for fishmongers. The recommended modifications that could feasibly be introduced to produce an improved programme include changes to the programme assessment strategy with a move away from written assignments to skills demonstrations. Learners should be given more opportunities for experiential learning particularly in the seafood quality assessment unit. Significant improvement in the content and quality of pre-course material for participants, trainers and mentors is also recommended. The application to Quality and Qualifications Ireland (QQI) for programme validation should be progressed as a priority, as accreditation will add significant value to the programme and benefit to learners. The potential introduction of blended learning to the programme was considered but the researcher concluded that it would bring limited benefits to the programme at this stage. Blended learning should not be incorporated into the fishmonger training programme until more research is carried out and there is evidence of its potential benefits to this type of programme and with this cohort of learners.
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    A Pedagogical Approach to Assist Learners with a Generalized Anxiety Disorder.
    (Griffith College, 2020) Deirdre Gorman
    The Purpose of this paper is to investigate a potential pedagogical approach that might improve the learning environment for students presenting with a generalised anxiety disorder. Generalised anxiety disorder, comes under the banner of mental health and is classified as a disability. (AHEAD 2020). The research objectives for this study are as follows: 1. To establish a context for mental health in higher education. 2. To identify if stigma is a barrier to learning for students with anxiety. 3. To identify the skills deficit in students with a generalised anxiety disorder. 4. To investigate a potential pedagogical approach that might foster skill deficits in students with a generalised anxiety disorder A review of the literature pertaining to generalised anxiety disorder identifies both physical and psychological impacts and how in turn, this affects learning. The literature also identifies institutional barriers to learning such as disclosure of mental health problems and associated stigma. Skill deficits such as self-advocacy, self-regulation and self-determination appear to be prominent in students with anxiety. The primary research set out to investigate how experienced lecturing staff can help develop these skill deficits in students with anxiety. The research methodology undertaken for this study followed an interpretivist / pragmatic approach using qualitative research. Primary data was gathered through eight semi - structured interviews. The findings from the secondary and primary research provides useful insights, into how to foster skill deficits in both students with anxiety and all other students. Recommendations for future research include a longitudinal study. This might provide for more informed solutions that would improve the learning environment for students with a generalised anxiety disorder.
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    Barriers to effective supervisory oversight of work-based learners in the non-life insurance sector in Ireland.
    (Griffith College, 2019) Paula Hodson
    Supervision of new entrants in the the non-life insurance sector in Ireland is a mandated function stipulated by the Central Bank. Due to the growth in the industry, there is a requirement for 3,000 new entrants by 2020. The research aims to understand the barriers to effective supervisory oversight of work-based learners in the non-life insurance sector. Through a quantitative survey, the study identified a lack of understanding of the function, that the appointment of a supervisor is often based on compliance rather than a broader skillset to support the work-based learner. The key challenges impacting on effective supervision are time, confidence and a lack of pedagogical training. The study identified several anomalies around experience, gender and qualifications but ultimately, there is a need to move beyond a regulatory framework to a supervision framework incorporating skills and competencies drawn from international best practice.
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    Finding an Effective Approach for Delivering IT Skills Training to Administrative Staff in An Irish University.
    (Griffith College, 2019) McTeigue, Caroline
    The purpose of this study is to explore an effective approach to providing training in a new IT System to upwards of 300 administrative staff in an Irish University in a comparatively short space of time. The main questions this study sought to answer were: • What is an effective approach to take for providing IT Skills training to administrative university staff? • Can technology significantly improve the efficiency of delivering IT Skills training to administrative university staff? • What preferences do administrative university staff have for learning IT Skills? A review of the literature highlighted the role of experiential learning, social learning and technology-enabled learning in providing IT Skills training and the researcher explored how closely the findings from this mapped to the lived experiences of the administrative staff in the university in question. A mixed methods approach was used to collect both quantitative and qualitative data from the administrative staff using a sequential explanatory design involving an online survey and focus groups. The review of the literature also highlighted a gap in the discussion around the design and delivery of IT Skills training for administrative staff in Irish universities. This research sets out to fill that gap by discussing what an effective approach to IT Skills training might look like for those administrative university staff. The findings from the primary research strongly agreed with the review of the literature around the benefits of using experiential learning and social learning in IT Skills training but they were less definitive about the role of technology-enabled learning. The researcher recommends that using a careful blend of these methods could provide an effective approach to delivering IT Skills training to the administrative staff, but further research is warranted into the low uptake of technology-enabled learning reported in the primary data.
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    Strategies for Improving Retention in Online Learning.
    (Griffith College, 2020) Toolan, Fergus
    This research seeks to determine if methods exist to identify students in online education who are a retention risk and to develop solutions to help prevent said students from exiting the course prematurely. In order to do this effectively, this study addresses three specific questions: • What data is provided by VLEs that might help educators to measure student engagement? • To what extent are educators able to identify those students who are in danger of exiting a course prematurely in the online learning environment? • What preventative measures are being used by educators to attempt to improve student retention in the online learning environment? A qualitative approach is used to answer the above questions. Initially the documentation for the most popular VLEs is analysed to identify the information present that would allow educators measure student engagement. Following this online educators are interviewed in order to harness their thoughts and experiences in the identification of students who are a retention risk. The participants are also asked about their preferred strategies for preventing the early drop out of students in online learning. The result of this primary research is to develop a set of recommendations, both for higher education institutions, and also for educators which aid in the identification of at-risk students. Additionally recommendations are provided for strategies that can be used, both proactively and reactively, in online learning to improve student retention.