Poster presented at IFLA WLIC in Dublin 26th to 29th July 2022.

As schools, universities, retail stores and corporations flock to Online and eLearning, there are many compelling arguments to support their decision. Synchronous virtual classroom tools are used to support Online and eLearning interaction to mirror face-to-face learning. Martin (2012) identified that synchronous tools are a relatively new solution to supporting interaction in the virtual classroom. Ward et al. (2010) distinguished a strong, convincing body of literature which shows that synchronous online classrooms, enhanced by two-way audio, allow for real-time oral presentation, discourse, and checks for understanding among tutor and learners. Hrastinski (2008) determined the aural component of the synchronous virtual classroom as offering real time contact between teachers and students, mirroring faceto- face contact. Much of the research to date focuses on synchronous online resources and their link with participation while there is little or no research on the use of a resource to assist with technical issues inhibiting learners from participating. The aim of the study was to address this gap through means of an exploratory case study. The research included investigating, creating and assessing the usefulness of a resource to assist with technological issues impacting learners’ ability to participate. The learners were students undertaking a post graduate qualification at Hibernia College. Data was collected through observations and surveys from 46 students and tutors. This research concluded that audio is particularly important for both knowledge construction and learning but also in creating a social atmosphere. While the technical support resource provided a useful aid to learners in this study, further study will need to be conducted over a prolonged period to investigate the full extent of its usefulness. External factors do effect participation and poses a case for extending Moore’s Theory of Transactional Distance to include external factors similar to Fallon’s (2012) suggestion.

This paper describes the establishment and delivery of a Blended Learning Higher Diploma in Education, being a professional qualification for Primary School teachers in Ireland. This innovative course represents a major departure from the traditional mode of delivery of teaching training in Ireland. A careful analysis of student feedback and examination scores is therefore of crucial importance to inform further development of the course and to contribute to innovation in teacher training both in Ireland and internationally. The two primary modes of course delivery, that is an Entirely Online mode and a Blended Learning mode, were compared in terms of qualitative feedback from the students themselves and quantitative results from the formal assessment procedures. Across a range of questions that covered perceived workload, satisfaction with objectives and learning outcomes and perceived career benefit, the mode of delivery had no effect on student levels of satisfaction with the course. There was a small but significant grade improvement for Blended Learning courses over Entirely Online courses. However, alternative hypotheses make it difficult to attribute this grade increase to the mode of course delivery. The mode of delivery of course content does not affect student satisfaction or the ability of students to perform well in formal assessment. It is therefore concluded that a blended learning educational system that includes online education is a highly appropriate mode for the training of primary school teachers.

In March 2018, Ireland ratified the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). A fundamental aspect of this Convention is to develop a respectful, inclusive education for people with disabilities among their non-disabled peers. Ireland, while late to the notion of inclusive education, is working towards and with the EPSEN Act, and has legislated for a concept of inclusion in education (Government of Ireland, 2004). The question of who needs ‘special’ education in an ‘inclusive’ setting has come to the fore, highlighted by the education needs of children with autism. This article presents evidence of placement and educational experiences of children with autism that requires us to consider how inclusion is constructed and structured in our mainstream primary schools. It provides evidence of the stark reality that inclusion in practice reflects a ‘containment’ approach. Further, we are maintaining a concept that being a ‘different’ learner requires a ‘special’ approach and environment. This article argues that ethical sinkholes are created when there is little introspection on the ideology and practice of inclusion.

Our approach to working with children with autism in this article is not about the engagement philosophies but rather is focussed at a social communicative level: not just hearing and seeing but listening and understanding, therefore, communicating respect and dignity to the child. This article provides case examples from a qualitative research project on the literacy practices of children with autism. The role of the qualitative researcher in this project is to seek to advance knowledge to assist practice and policy. This article sets out to engage you, the reader, in considering how you connect and communicate with autistic children in your practice. It is about communication and what communication might look like if we open our understanding to all possibilities. It is also about the balance of agency in the learning environment for children with autism

Hibernia College has pioneered the use of online teaching in Ireland and one of the key features of all programmes today is the "online tutorial" where tutors and students meet live online. However, have you ever wondered, "What goes on in these spaces and what is their purpose?" Michael's doctoral research has explored the role of the online tutorial within the MATL programme. He will discuss the concept of an online tutorial in the context of the literature and the professional practice he observed. Finally, he will ask should each programme within Hibernia design a signature pedagogy for their online tutorials, so tutors and students are clearer as to their purpose and their role within them.

This case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters of Arts in Teaching and Learning (MATL). It explores how tutors and students interact using synchronous computer mediated conferencing (SCMC) technologies during live tutorial sessions. The study found that students and tutors did not have an agreed set of ground rules for these online events and thus there was a need for a signature pedagogy to clarify this. It was observed, using the Flanders Interaction Analysis Categories (FIAC) and tutor interviews, that the level of interaction during these tutorials was predominantly teacher led with little evidence of student voice. Further analysis found that there was also limited evidence of critical discussion. The study has developed a toolkit comprising an expanded FIAC framework and an adapted version of Brookfield and Preskill’s Dispositions for Critical Discussion. The toolkit is designed to enable tutors to reflect on their tutorial practice. Using a cyclical process tutors can capture, codify and analyse their existing knowledge with a view to developing critical discussion as the signature pedagogy for their online tutorials. In this way Hibernia College can assist tutors in building their own professional practice knowledge with the ultimate goal of enhancing student learning on the programme. The study is set against a backdrop where higher education institutions are placing greater significance on online interactions and this is placing new demands on the pedagogical repertoire of their faculty.

This article explores how Hibernia College, as a higher education institution, adapted to full-time online teaching, learning, and assessment during Covid-19. It reflects on changing pedagogies and the formation of a reimagined identity for teacher educators.