Search results for author:"Roisin Donnelly"
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Dublin Institute of Technology
An Online Dilemma: The pull of individuality pitched against peer collaboration in an online problem-based learning group
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2086–2089
In early 2001, a new Postgraduate Diploma in Third Level Learning and Teaching was launched for lecturers from a range of higher education institutions in the Republic of Ireland. This paper describes ongoing research undertaken for the re-design of ...
Topics: Educational Technology
Learning, Media and Technology Vol. 31, No. 2 (June 2006) pp. 93–116
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...
The Nexus of Problem-Based Learning and Learning Technology: Does It Enable Transformative Practice?
European Journal of Open, Distance and E-Learning Vol. 2 (2010)
This paper describes a qualitative study which took place over a two year period with academic staff engaged on a blended Masters programme delivered with the learning environment based around problem-based learning. At the pedagogical level,...
Innovations in Education and Teaching International Vol. 50, No. 2 (2013) pp. 133–143
The central idea of this study is using blended problem-based learning (PBL) in an academic development context with key roles emphasised: academic staff in the role of students and the academic developer as the tutor. The context is a module...
Different Thinking Hats: The Continuously-Evolving Role of the Instructor in E-Problem Based Learning (E-PBL)
World Conference on Educational Media and Technology 2004 (2004) pp. 2864–2870
A hugely important area in any form of PBL delivery is the role of the instructor; in an e-learning environment, it is even more crucial. Hughes and Daykin (2002) have suggested that a move to online delivery needs a greater attention to design and...
Computers & Education Vol. 55, No. 3 (November 2010) pp. 1357–1366
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...
Integrating Learning Technologies with Experiential Learning in a Postgraduate Teacher Education Course
Studying Teacher Education Vol. 2, No. 1 (May 2006) pp. 91–104
This paper discusses how a postgraduate certificate course in third-level learning and teaching for academic staff in the Republic of Ireland has adopted a particular approach in teacher education. An important aspect of the successful integration...
Enabling Connections in Postgraduate Supervision for an Applied eLearning Professional Development Programme
International Journal for Academic Development Vol. 18, No. 4 (2013) pp. 356–370
This article describes the practice of postgraduate supervision on a blended professional development programme for academics, and discusses how connectivism has been a useful lens to explore a complex form of instruction. By examining the processes ...
Computers & Education Vol. 54, No. 2 (February 2010) pp. 350–359
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 ...
AACE Journal Vol. 12, No. 2 (April 2004) pp. 236–247
This paper describes research undertaken for the design of an Online Learning (OL) Module using a Problem-based Learning (PBL) approach in an in-service teacher training course, namely, a Postgraduate Diploma in Third Level Learning and Teaching....
Topics: problem-based learning
Interactive Learning Environments Vol. 19, No. 4 (2011) pp. 303–315
Within the field of higher education, there are situations where the learner is not well served in a classroom setting. Problematic issues such as scheduling, critical mass, time, pace and location have the potential to be counterbalanced by e...
Using podcasts to support communication skills development: A case study for content format preferences among postgraduate research students
Computers & Education Vol. 54, No. 4 (May 2010) pp. 962–971
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...
Journal of Further and Higher Education Vol. 31, No. 1 (February 2007) pp. 31–40
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...
Teaching in Higher Education Vol. 4, No. 3 (1999) pp. 397–410
Describes one college teacher's efforts to make the information technology segment of a graduate course more accessible and appealing to students. The approach centered on development of a tutorial program. The process of developing and refining the ...