Faculty of Training and Education Dissertations

Permanent URI for this communityhttps://dspace.griffith.ie/handle/123456789/97

Browse

Now showing 1 - 20 of 26

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.
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.
A Study in Competency-based Teaching in Public Relations Education.
(Griffith College, 2019) O’Donnell, Aoife
Higher education institutions worldwide are grappling with the challenges of meeting the modern learning needs of students and the ever-evolving demands of industry. Public relations is a relatively new profession and has yet to establish a framework of competencies and qualifications required to enter the profession and pedagogical standards for teaching these competencies. However, research also indicates that there are common nonacademic competencies that are required by the industry and these competencies can be difficult to teach. The purpose of this research was to explore whether the use of specific pedagogical techniques in public relations teaching could enhance the learning experience for students and assist students in developing competencies required by the public relations industry. To achieve this aim, a blended learning model was designed based on the Multimodal Model of Blended Learning and Kolb’s Experiential Learning Cycle. In this model, a simulation exercise was blended with other face-to-face and online pedagogical tools to teach students how to manage media communications in the event of a crisis. The core competencies that were analysed included business acumen, communications skills and critical thinking. Data was collected through qualitative and quantitative means including a Situational Judgement Test which was designed exclusively for this research by public relations professionals specifically to test for competencies that are required at an entry-level in the public relations profession. The study found that students enjoyed the learning experience and that the pedagogical approaches used had a positive impact on the competencies analysed. The results of this research will be of benefit to the public relations industry in the setting of standards for competencies and qualifications required at entry-level into the profession. In terms of public relations education, the findings of the research will provide guidance to providers of third level education in the use of pedagogical approaches that have the potential to increase the employability of public relations students. Further research would be required at an industry level to define the competencies and qualifications required by industry, and at an educational level to set standards in best practice in public relations pedagogy.
An Exploration into Educator’s Awareness and Implementation of Universal Design for Learning within an Irish Higher Education Institution
(Griffith College, 2022) Ward, Sarah
Universal Design for Learning (from herein referred to as UDL) is a tried and tested framework. There is a building research evidence base to tell us it works. This paper explores the awareness and implementation of UDL within a Higher Education (HE) institution's teaching practices. In recent years, responding to student diversity has become a key priority in education systems. Attributable to the broader diversity, one of the most significant challenges facing educators is engaging and supporting a vast and diverse group of students. Now more than ever, teaching practices must adapt to reflect the changing landscape of higher education. UDL has become a key pedagogical approach to promoting inclusive and equitable education in response to diversity, and it is slowly and implicitly emerging in Higher Education teaching practice. This study aims to ascertain educators’ awareness of UDL and explore the area of implementation within HE teaching practice to establish if Intuitional improvement and professional development to enhance educators’ skill sets for working with diverse learners are required. This research presents an in-depth review of the literature, using primary research conducted with educators in one Higher Education institution with four geographical locations in Ireland. It brings insights into educators’ awareness of UDL and the implementation within HE teaching practice and establishes best practices in supporting and engaging educators in UDL practices. The research methodology utilised for this study follows a pragmatic approach using mixed methods. The data collection methods involved an online survey (quantitative) and semi-structured interviews (qualitative). The above methods were chosen to gather the essential data for achieving the information and the research objectives. The research finds there is a high level of awareness and implementation of UDL but an inconsistency in the participation of formal PD in UDL; in addition, confidence in the implementation of the framework is quite varied. The study makes several recommendations to Higher Education to bridge the gap between awareness, implementation and best practice in supporting, encouraging and engaging educators in UDL practices.
An Exploration of the Reading Preferences and Habits of Millennial Undergraduate Business Students.
(Griffith College, 2018) Glennon, Mary
This paper explores the preferences and habits of millennial undergraduate business students when reading instructions and manuals. It investigates the delivery medium and layout in relation to comprehension and retention of the content read. Moreover the current provision of instructions and manuals, in relation to their perception as being appropriate for their purposes, pertaining to preparing them for their course of study or employment progression is discussed. An in-depth review of the literature is presented in the areas of millennials, as well as digital versus paper in multiple settings. Primary research, collected using a mixed methods approach, is outlined in detail in chapter three. A clear preference for material in a print medium for the purpose of reading, comprehension and retention is noted, with supporting argument. A point of interest, a digital platform is preferred to find the material because of better availability, both of content and access to same. The preferred format or layout is in bullet point or other concise form. The majority believe that the current provision of instructions and manuals by their institute of study is appropriate for their purpose. However an overwhelming majority said they printed online course content to read. Recommendations, based on the research undertaken, that is believed would ultimately benefit students have been put forward. An area of further research was identified and outlined in chapter five.
An Investigation into Teaching and Learning Strategies that Promote Confidence in Students with Learning Disabilities.
(Griffith College, 2018) Fynes, Orna
This thesis investigates the use of specific teaching and learning strategies used by teachers in Further Education (FE) to promote the confidence of students with learning disabilities. Students with Learning disabilities are more likely to suffer from issues relating to confidence than their peers without learning disabilities. Confidence is linked to academic achievement and there are specific teaching and learning strategies that can be used to promote confidence. Within this research, the situational context of learning disability within further education is established in relation to demographics and policy. Confidence is discussed and how it relates to learning disability. Teaching and learning strategies that are proven to promote confidence in students with learning disabilities are ascertained based on the findings of the research. All the above is discussed throughout this research is based on an in-depth review of the literature and the analysis of interviews held with experienced teachers in further education. This research finds that there is inconsistency and incoherence in how policy is put into practice within further education in Ireland. The research findings may be used as a resource to contribute to raising awareness among teachers, that specific teaching and learning strategies can be used to have a positive impact on the confidence levels of students with learning disabilities, resulting in positive outcomes such as equity, equality and inclusion. Recommendations, based on the research undertaken, that would benefit students with learning disabilities have been put forward. Areas for further research are identified and outlined in chapter five.
Are Teachers Benefiting from Technology Integration to Enhance Teaching and Learning in the Further Education and Training Sector Regardless of any Challenges they Face
(Griffith College, 2020) Hickey, Monica
The rapid advancement in technology over the last two decades has put education in the spotlight and how this technology should be deployed to enhance the teaching and learning experience. As there is more focus on applying technology solutions to enhance teaching and learning, the challenge for teachers is immense on how they can best integrate technology solutions to achieve this. The aim of this research was to explore how teachers are harnessing the benefits of technology integration in the classroom today, if any. A technology integration model framework was the technique used to identify degrees of technology adoption to find more meaningful uses of technology in teaching and learning and moving away from simply using technology for administrative purposes. A sample of five teachers who deliver business subjects in an Advanced Certificate of Business Level 6 in a Further Education College were interviewed for the purposes of this study and who all consented to their data being used in this research. The research was conducted using qualitative methodology with one-to-one interviews with each teacher. The qualitative data suggested that teachers were integrating technology on a very small scale but were very enthusiastic to engage in this model of delivery. Some findings were very surprising and four main themes were identified which were teachers technology journey, classroom technologies integrated, benefits of technology and challenges when integrating technology. The findings show that while there are low levels of integration and many challenges still exist, these teachers see the benefit of technology integration and a suggested roadmap was designed to guide them through the steps of the four hierarchal tasks in the SMAR framework : Substitution, Augmentation, Modification, and Redefinition.
Authentic Assessment as a Change Catalyst in Curriculum Development. In: The impact of accredited professional development in learning and teaching on assessment in Irish HE.
(Griffith, 2017) O'Riordan, Fiona
INTRODUCTION TO CHAPTER: My early experience as educational developer within an institution was that, although the role was welcomed and applauded, there was little appetite at school and faculty level to engage with initiatives. Professional development within the context of teaching in higher education was not widely accepted or valued by the lecturer on the ground. Their emphasis was on being discipline current and well prepared for teaching. Support initiatives that were well-received tended to be light-touch and more directed at social events with dissemination of college-wide information. Events that were more focused on professional development were not well attended, despite the fact that the lecturers themselves informed and requested the sessions. After two years of trying to hit the right note for lecturers we eventually asked them why the initiatives being organized were not attended. Their insight was simple. They wanted a value added take-away and recognition. So began the Special Purpose Award in Training and Education that was validated in 2008. The title was deliberate by way of building capacity and engagement as many of our educators are professionals within their own industry and as such found accreditation within the training space as attractive as education. The first decade of this century was a time of flux for curriculum development in higher education and so professional development to support the paradigm shift was of key importance. Modularization, constructive alignment and learning outcomes were the buzz terms and these represented a significant change in curriculum development approach and process, underpinning effective teaching and learning strategies to ensure successful achievement of learning outcomes was central. Thus the 20 ECTS credit Special Purpose Award (SPA) was designed with the objective of tooling up the professional higher education teacher in the nuts and bolts of programme design, assessment, pedagogy and reflective practice. The case study being presented in this chapter focuses on one 10 ECTS credit module of the professional development SPA, namely Assessment and Programme Design (APD). In particular, attention is on how the authentic assessment strategy used in this module, acts as a change catalyst for programme design (curriculum development.
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.
Bridging module for first year Computing Science students
(Griffith, 2016) Csillag, Tamás
Student retention in higher education, especially of first year students has been the centre of research for the past decades (Kantanis, 2000; Ramsay, Elphinstone, and Vivekananda, 2005; Hillman, 2005). Multiple factors have been identified that affect the likelihood of a particular student completing first year and subsequently being awarded a degree. One of the tactics to assist students in transitioning to higher education is support and encouragement from academic departments. Based on an earlier study (O’Riordan, 2014), an early support module has been incorporated into the BSc in Computing degree program which aims to equip learners with the skills necessary to manage learning on their own and academic life in general. The aim of this project is to develop a similar module, which would provide the necessary field-specific skills for computing science students to successfully transition from secondary level education or in coming back to education in their selected field. To inform the development of the module, the author has consulted relevant literature and analysed similar bridging course programs running in multiple institutions. For the selection of topics for the module, interviews were conducted with fellow lecturers and first year students in the College and the results analysed. Based on these results and from other sources in literature, topics in Maths, Physics and Business were identified for inclusion. The module was defined as a 12 week program aimed at level 6 of the National Framework of Qualifications (NFQ), to help incoming students prepare for their level 7 studies. The curriculum was developed based on the defined Learning Outcomes. The Module will be delivered online. Materials prepared for the Module include presentations, videos, practice worksheets in different formats and quizzes for formative feedback. These enable students to practice what they have learned during the presentations and assess their own progress. Further work is to be carried out on developing additional course material and refine existing items based on the feedback of students and lecturers. The selection of topics could also be modified based on feedback and possible future changes in the Learning Outcomes of the supported degree programmes.
Development and production of an e-Learning resource using Cognitive Theory of Multimedia Learning (CTML) on General Data Protection Regulation (GDPR).
(Griffith College, 2018) O’Driscoll, Mary
In May 2018 General Data Protection Regulation (GDPR) came into effect. The implementation of GDPR was far reaching, all organisations within the EU, and all organisations outside the EU who handled personal data of EU citizens or residents were impacted. To ensure compliance, staff training was needed. The researcher set out to design and produce an e-learning product aimed at a specific audience of employees from different organisations to address a complex issue like GDPR. She would use an interactive product which would allow for the inclusion of multimedia elements which would be viewed on multiple devices. The research objectives were: To design and produce an e-learning product for part-time lecturers or trainers in private industry on the topic of GDPR. Evaluate the effectiveness of an e-learning product which adheres to the Cognitive Theory of Multimedia Learning (CTML) by comparing it with another e-learning product which doesn’t adhere to this theory. The research methodology used for this dissertation was a phenomenological/interpretivist approach using qualitative research. The data collection methods were via semi-structured interviews and a focus group. There was a positive response to the e-learning product. The findings were that by designing it well, keeping it short with focused content, the participants engaged with the product. The product was designed using the Cognitive Theory of Multimedia Learning (CTML), this allowed for participant interaction and the use of multimedia within the product. This design had a positive reaction from the participants, it proved that interactive learning was more effective than passive learning. Within microlearning, personalisation was identified as important. The personalisation of content, how they interacted with it and how it was delivered were all important issues for the participants. The development of the microlearning product was more intuitive than the researcher had originally believed, therefore it wasn’t necessary to be an IT expert to develop the training it was more important to be a subject matter expert. Microlearning as a method of delivering training, was very effective and has many other opportunities for organisations designing staff training, whether it is Continuing Professional Development (CPD), compliance training or onboarding training.
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.
Improvisation as a Training Method to Develop Effective Teams in the Workplace with a Focus on Promoting Confidence, Interpersonal Skills and Relationship Building.
(Griffith College, 2018) Curran, Neil
The purpose of this research is to determine the usefulness of improvisation training (improv) as a training method to develop effective teams in the workplace with a focus on promoting confidence, interpersonal skills and relationship building. Most adults spend the majority of their working life in the workplace and for most organisations employees are structured in teams across all levels of the organisation. As a result, the effectiveness of the team unit is critical to organisation success. Improv as an art form has grown in popularity over recent decades as a form of training in the workplace, with participants claiming benefits in areas such as innovation, risk taking, collaboration and team building. As popular as it has grown, research into its ffectiveness into the workplace has not grown at the same rate with much research focussed on areas such as innovation. Much of the existing research focuses on one organisation, whereas this study conducts research across a number of different organisations across different industries. With this research, the researcher is taking an in-depth study on three key soft skill components considered critical for an effective team; confidence, interpersonal skills and relationship building, and the impact improv training has on the development of these skills. The conclusion of the research not only found that improv training has benefit team effectiveness but also that participants considered it to be the most positive team development training or team building undertaken.
Intercultural Communicative Competence in Multinational Language Colleges in Ireland: An Investigation of Language Teachers’ Attitudes Towards Culture and Language Learning
(Griffith College, 2022) Morrison, Julie
The purpose of this paper is to investigate the attitudes of English as a Second Language (ESL) teachers towards cultural teaching in the language classroom. Globalisation has highlighted the need for ESL learners to acquire intercultural communicative competence (ICC): the ability to communicate effectively and appropriately with people from various cultures in a shared language (Byram, 2021). This study looks into the materials and activities used by ESL teachers in Ireland to integrate culture into lessons. This study contributes to the existing knowledge on intercultural communicative competence and adds to the discussion through insights from ESL teachers about attitudes towards cultural teaching and the incorporation of culture into lessons. The resulting research objectives are as follows: 1. To investigate ESL teachers’ attitudes to the impact of teaching culture on students’ ICC. 2. To establish what teaching materials are used by ESL teachers to integrate culture into language lessons. 3. To explore which activities ESL teachers utilise to incorporate culture in language lessons. A mixed methods approach was undertaken for the purpose of gathering primary data. The quantitative data was collected by way of an online survey and the qualitative data by semistructured interviews. Through adopting an explanatory two-phase approach, initial results from the quantitative phase were explained and explored in the qualitative phase effectuating corroboration and denotation of findings, and exploring conceptual gaps (Kimmons, 2022). The research revealed that whilst ESL teachers believe culture impacts students’ ICC and educators perceive culture to be integral in communication, ESL teachers have disparities in attitudes towards the meaning of ‘culture teaching’ and the learning outcomes sought. The primary research and the literature also found communicative language activities to be essential in attaining ICC. Based on the research undertaken, the study makes several recommendations for language schools and teacher training which include the incorporation of intercultural communication skills in basic ESL training courses, and collaboration within language institutions.
Investigation into the Motivation of Mature Learners to Engage and Sustain Engagement with Part-Time Higher Education Degree Programmes
(Griffith College, 2022) O'Dea, Sinead
The Irish National Skills Strategy 2015 – 2025 committed to an educational goal of developing highly skilled people with higher order capabilities for the 21st century workplace. Mature learners are a growing cohort of learners at Griffith College Cork in recent years. Griffith College is a privatelyowned, third level, higher education institution with campuses in Dublin, Cork and Limerick. In order to align with the Irish National Skills Strategy 2015 -2025 and to improve supports for mature learners, this research aims to understand the motivational drivers of mature learners in part-time higher education. The research objectives for this case study are: 1) To examine the motivational factors that influenced the mature learners’ decision to apply for their respective part-time degree courses. 2) To analyse the motivational factors that engaged and sustained the mature learner allowing them to complete their studies. 3) To consider additional educational initiatives and innovations that Faculty members can implement in order to enhance and support the learning experience for mature learners. The participants in this research were all mature learners who successfully completed part-time, undergraduate degrees at Griffith College Cork. Through a sequential explanatory mixed methods research approach using a literature review, a quantitative questionnaire and qualitative interviews, the study identified that the key motivational factors to start an undergraduate part-time degree include: Self-esteem/ Worthiness, Life-Stage/ Timing, Career Change/ Promotion, Admissions Process, Love of Learning. In order to sustain motivation to completion of the degree, the study revealed the following motivational factors play an integral role: Lecturers/ Lecture Style, Intrinsic Motivation, Peer Support, Extrinsic Motivation and Fear of Failure. Drawing on two social cognitive motivation theories of Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), the study makes recommendations for higher education institutions to enhance the learning experience for mature learners by including: Time Management Clarity, Testimonial Advertising, Opportunities to Experience Higher Education, Elective Choices, Social/ Study Space and Physical Supports for Learning. Areas worthy of further study would be to examine the motivational factors for full-time undergraduate learners and a comparative study of mature learners in a larger university setting in order to fully understand all the learning supports and initiatives that could be deployed in a private, higher education college setting for an optimal learning experience.
Learning in Later Life: A Study of the Experience of Older Adults Engaged in Non-Formal Learning within the Community.
(Griffith College, 2020) McGuirk, Miriam
As the world experiences a growing older population this research study explores the participation of older adults in lifelong learning within their community, their motivation for engaging with education, the challenges they face while learning as they age and the benefits derived from learning in a local environment, both at a personal and societal level. Using a qualitative research methodology, a group of older learners was interviewed to establish their views on these issues and to ascertain what is important to them in the learning environment. The study found older learners to be active and engaged citizens who do not regard age as a barrier to learning and view this life stage as one of growth and opportunity; learners want an informal, social learning environment - their relationship with both the tutor and their peers is of key importance; early school experience can have a profound effect on learners and must be considered by adult educators. A key finding was the lack of visibility of this age group, who are no longer in the workforce, in educational policy and planning, with an absence of hard data both at national and European level.
Preparing Study Resources: Research on the suitability of a manual as a study aid for IT Tallaght Accounting Students
(Griffith, 2017) Kyne, Loretta
This dissertation studies the suitability of an accounting manual as a study aid for IT Tallaght accounting and finance students. Research of the literature was carried out to assess the pedagogical approaches to be used in preparing this resource. Sample chapters were written based on that literature review and the chapters were then used as a resource in class with feedback on their appropriateness being obtained from students. Students were surveyed to answer the research questions as to the suitability of such a manual as a study resource for independent learning and the appropriateness of the approaches used therein for the learning needs of students. Student feedback overwhelmingly favoured the compilation of such a resource and the approach used in the sample chapters was positively received with students finding that the inclusion of many worked examples gave them the “scaffolding” they needed to move from novice learners to more expert learners in the topics covered. Further positive feedback was also received together with some suggestions from students for additional material to be included therein. The availability of this resource for IT Tallaght students will provide them with a resource useful in encouraging their learning both now and in the “real world” when they put that learning into practice.
Preparing Study Resources: Research on the suitability of a manual as a study aid for IT Tallaght Accounting Students.
(Griffith, 2017) Kyne, Loretta
This dissertation studies the suitability of an accounting manual as a study aid for IT Tallaght accounting and finance students. Research of the literature was carried out to assess the pedagogical approaches to be used in preparing this resource. Sample chapters were written based on that literature review and the chapters were then used as a resource in class with feedback on their appropriateness being obtained from students. Students were surveyed to answer the research questions as to the suitability of such a manual as a study resource for independent learning and the appropriateness of the approaches used therein for the learning needs of students. Student feedback overwhelmingly favoured the compilation of such a resource and the approach used in the sample chapters was positively received with students finding that the inclusion of many worked examples gave them the “scaffolding” they needed to move from novice learners to more expert learners in the topics covered. Further positive feedback was also received together with some suggestions from students for additional material to be included therein. The availability of this resource for IT Tallaght students will provide them with a resource useful in encouraging their learning both now and in the “real world” when they put that learning into practice.
Should the emergence of English as a lingua-franca, inform the development of an ELT teacher training course?
(Griffith, 2016-03) Cloak, Stephen
New media, the internet and ease of travel in the 21st century constantly reminds us that we are living in a global village. These technologies are bringing global communities together creating the need for a common means of communication. As the English language is now the most commonly taught and spoken second language worldwide it has become a global Lingua Franca of choice. English as a global language is the; “The dominant international language of the 21st century”. (British Council, 2013) This paper will outline the importance of educating language teachers about English as a Lingua Franca. English is now; “Spoken at a useful level by some 1.75 billion people – a quarter of the world’s population”. (British Council, 2013) The English Language Teaching (ELT) industry is an important part of the global economy. It was estimated to be worth $82.6 billion globally in 2011 (Adkins, S. 2012 P3). Learners from across the globe want to learn English to access global; “Communications, science, information technology, business, entertainment and diplomacy”. (British Council, 2013) But this raises the question, what type of English should we be teaching? Who should be setting the norms of language use? This is a Dissertation by practice. The purpose of this research is to establish if; The emergence of English as a Lingua Franca should inform the development of an ELT teacher training course? In this paper the author will consider the impact of English as a global Lingua Franca. The author will establish how English as a Lingua Franca can inform ELT teacher training. The Research will identify which elements of English as a Lingua Franca English Language teaching (ELT) professionals need to be cognisant of. Applied linguistics no longer advocate one single pedagogical approach language learning (Richards, J.C. & Rodgers, T.S. 2001). Rather ELT educators are tasked with identifying learner needs and choosing the most appropriate pedagogical approach. Tailoring language teaching to specific learner needs requires extensive professional development and support for ELT professionals. The author’s research will identify if an understanding of Global English should be part of this professional development.
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.

Browse

Browsing Faculty of Training and Education Dissertations by Title