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Fitzpatrick, Laura (2023) “We can’t go back to the way things were”: A case study into how the Covid-19 pandemic influenced changes to Technology Enhanced Learning and Universal Design for Learning Practices in an Irish college of Further Education. Masters thesis, Dublin, National College of Ireland.
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Abstract
The Covid-19 pandemic triggered a global lockdown in March 2020, forcing all education online in an unprecedented change to learning for educators and students. The impact of this seismic shift in educational delivery is still felt today, three years on. One such educational body which has changed a variety of their teaching, learning and assessment methods as a direct consequence of the pandemic is the Further Education (FE) sector in Ireland. As the research on this period is still emerging, there are some areas that require further investigation. One topic of interest is the effect of the pandemic on Technology Enhanced Learning (TEL) and Universal Design for Learning (UDL) practices within FE colleges as the literature surrounding this sector is limited overall. In light of this gap in knowledge, this study offers the unique perspective of the FE teacher and their experiences while integrating TEL and UDL into their practice, before, during and post pandemic. This qualitative research took the form of a case study underpinned by interpretivism which employed semi-structured interviews as the data collection method. Seven FE teachers took part and offered illuminating accounts surrounding their experiences with TEL and UDL. Thematic analysis was utilised to extract rich, meaningful insights from this qualitative data. The findings that emerged from this novel study indicated that the FE sector has been digitally transformed post pandemic with UDL at the forefront of their agenda thus promoting a thoroughly inclusive and accessible education environment for all adult learners. While this digitalisation has had an overall positive impact such as contributing to more environmentally sustainable format of education, challenges associated with Artificial Technology (AI) pose a threat to academic integrity and assessment. Overall, a clear relationship between TEL and UDL has been established which all learners, regardless of learning needs, can benefit from.
| Item Type: | Thesis (Masters) |
|---|---|
| Supervisors: | Name Email Goldrick, Michael UNSPECIFIED |
| Uncontrolled Keywords: | Technology; TEL; UDL; Inclusion; Further Education |
| Subjects: | L Education > L Education (General) L Education > LC Special aspects / Types of education > LC5201 Education extension. Adult education. Continuing education L Education > LC Special aspects / Types of education > E-Learning L Education > LC Special aspects / Types of education > Vocational Education |
| Divisions: | Centre for Education and Lifelong Learning > Master of Arts in Educational Practice |
| Depositing User: | Tamara Malone |
| Date Deposited: | 23 Aug 2024 15:39 |
| Last Modified: | 23 Aug 2024 15:39 |
| URI: | https://norma.ncirl.ie/id/eprint/7057 |
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