The purpose of this research project is to examine the approaches to promoting the adoption of TEL in Irish HEIs. I, the researcher, will explore strategies, policies and supports in Irish HEIs as well as grassroots initiatives and activities used to promote the use and adoption of TEL amongst academic staff. The primary research, conducted in four HEI’s, will explore the origin, evolution, function, and activities of the TEL centres in HEIs. I will also examine the impact of COVID 19 on the uptake of TEL and its impact on the future of TEL within each of the HEIs. I hope to gain a better understanding of the policy and practice of promoting TEL in HEIs, increased awareness of best practice in the area and insights into the factors influencing upskilling and use of TEL. I hope to apply this learning in my role as eLearning Development Officer in Waterford Institute of Technology’s Centre for Technology Enhanced Learning. In addition, the research findings will help to inform future strategies and the development of a framework for increasing academic staff’s engagement with TEL in Higher Education.

1. Approachesto Promoting the
Adoption of Technology Enhanced
Learning (TEL) in
IrishHigher Education
Peter Windle, BSc, MEd
South East Technological University
Supervisor: Dr. Mary Fenton

2. The use of digital information and communication technologies (ICT)
are deeply and irremovably embedded in a multifactorial way in many
aspects of the life and work of schools.
Anderson (2019, p.385)

3. Overview
1. Background
2. Introduction
3. Literature Review
4. Methodology
5. Key Findings
6. Conclusions
7. Recommendations

4. 1. Background

5. Background
Small-scale 20ECTS
Educational Research
Project
Part of the Masters in
Education in Teaching
and Learning
Conducted over 10
weeks from June to
August 2021
Supervisor:
Dr Mary Fenton

6. 2. Introduction

7. Research
Aim
The overall aim of this
research project was to
examine the approaches to
promoting the adoption of
Technology Enhanced
Learning (TEL) in Higher
Education Institutes (HEIs)
in Ireland

8. Introduction
‘The use of Information Communication
Technology (ICT) in Higher Education Institutes
has evolved greatly over the past 60 years
since Trinity College Dublin installed the first
computer in an Irish HEI in 1962’
(Leahy and Dolan, 2014)

9. Introduction
There has been a broad range of nomenclature in use to describe the
changing relationship between technology and education
• ICT for learning
• Computer-assisted learning
• Computer-based learning
• learning technology
• e-learning
• Since 2012 Technology Enhanced Learning (TEL) is the lingua franca

10. Context and Justification for Research
The National Strategy for Higher Education to 2030 envisaged that
“higher education students of the future should have an excellent
teaching and learning experience, informed by up-to-date research and
facilitated by a high-quality learning environment, with state-of-the-art
learning resources, such as libraries, laboratories, and e-learning
facilities”.
(Higher Education Authority, 2011, p.17)

11. Context and Justification for Research
These aspirations are shared by numerous national bodies such as
• Higher Education Authority (HEA)
• Technological Higher Education Association (THEA)
• the Department of Education and Skills (DES)
• Irish Learning Technology Association (ILTA)
• Computers in Education Society of Ireland (CESI)
• National Forum for the Enhancement of Teaching and Learning (NFETL)
The purpose of this research project is to examine the approaches
to promoting the adoption of TEL in Irish HEIs

12. Context and Justification for Research
• This small-scale research project explored
• strategies, policies and supports in Irish HEIs
• grassroots initiatives and activities used to promote the use and adoption of TEL amongst
academic staff.
• The primary research, conducted in four HEI’s, explored the origin, evolution, function, and
activities of the TEL centres in HEIs.
• It examined the impact of COVID 19 on the uptake of TEL and its impact on the future of TEL
within each of the HEIs.
• I hoped to gain a better understanding of the policy and practice of promoting TEL in HEIs,
increased awareness of best practice in the area and insights into the factors influencing
upskilling and use of TEL.

13. Aim and
Objectives of
the Research
The overall aim of this research project is to examine
the approaches to promoting the adoption of TEL in
HEIs in Ireland.
There are four objectives inherent in this research,
namely:
1. To explore the approaches Irish HEIs use to
promote TEL;
2. To identify the barriers and enablers to the
adoption of TEL within HEIs (Institutional);
3. To Investigate what impact COVID 19 had on the
adoption TEL in HE;
4. To develop a framework for the promotion of TEL.

14. 3. Literature
Review

15. 1/
Detailed
Examination
of Germane
Literature
• What constitutes Technology Enhanced Learning (TEL)?
• What is the definition of TEL?
• Origins of TEL
• How does technology ‘enhance’ learning?
• What are the benefits of TEL?
• Criticism of TEL in the literature
• Factors Influencing Uptake of TEL

16. 2/
Detailed
Examination
of Germane
Literature
• Challenges with Digital Literacies/Professional
Development
• Managing Knowledge and Technology Obsolescence
• Impact of Academic Freedom on TEL uptake
• Impact of Industrial Relations
• Students’ Expectations of TEL
• European and National Policies
• Institutional approaches to promoting TEL
• Impact of COVID 19 on the Adoption of TEL

17. Literature
Review
Conclusion
• This literature review highlighted the challenges
in defining TEL given the blurring of the lines
between learning and TEL as technology
permeates all areas of teaching and learning.
• It also discussed the benefits of TEL in HE, the
barriers its adoption of TEL and the changing
expectations of the majority of HE learners, i.e.
Gen Z
• It examined the European, national and
institutional policies, strategies and the impact
of COVID-19 on the adoption of TEL in HE.

18. 4. Methodology

19. Position
of the
Researcher
• When undertaking this project I was working as an eLearning
Development Officer within the Centre for Technology Enhanced Learning
(CTEL) in WIT.
• This role had two primary remits, namely, to:
• develop and maintain the eLearning and TEL infrastructure
• develop and promote TEL to grow digital skillsets, and confidence,
and programmes
• I am now a lecturer in SETU Waterford’s Department of Computing
• I work on a fully online programme in Computer Science

20. Position of
the
Researcher
• My motivation for this research is to identify approaches
that will further develop the use of TEL in HEIs
• I have witnessed the transformational effect it can have
on lecturers, who are willing to change their pedagogy
• I have also seen the benefits for students; improving
accessibility, access to information, supporting
multimodal learning, aiding communication,
collaboration, and community on-campus and online
• I would like to understand the history of TEL, the role it
currently plays, and the challenges of introducing it in
Irish HEIs
• I would also like to hear the experience of other Irish
HEIs regarding their introduction, promotion and
adoption of TEL

21. Research Philosophy
Creswell (2003) maintains that researchers should begin their
inquiry process with philosophical assumptions about the
nature of reality, how they know what is known, the inclusion
of their values, and the nature in which their research
emerges.

22. Research
Philosophy
Using Saunders, Lewis and
Thornhill’s (2019) Research
Onion, I explored research
philosophies, research
methodologies and
strategies, and the
techniques and procedures
for collecting and analysing
data.
Source: Saunders, Lewis and Thornhill’s Research Onion, 2019

23. Research Philosophy
Source: Scahill (2012) adapted from Hussey and Hussey (1997) and Morgan and Smirch (1980)

24. Research Philosophy
• A key consideration for me was that my research involved gaining the perspectives and
experiences of TEL professionals working in HE
• ‘Positivism has been increasingly criticised as an inappropriate approach to the study of
Social Science phenomena’ (Holden and Lynch, 2004, p.11)
• A phenomenological approach was used for this study because it is a powerful way to
‘understand subjective experience and to gain insights around people’s actions and
motivations, cutting through long-held assumptions and challenging conventional
wisdom’ (Deakin Health Library, 2020)

25. Research Design and Methodology
Positivist Paradigm Phenomenological Paradigm
- Tends to produce quantitative data
- Uses large sample
- Concern with hypothesis testing
- Data is highly specific and precise
- The location is artificial
- Reliability is high
- Validity is low
- Generalizes from sample to population.
- Tends to produce qualitative data
- Uses small samples
- Concerned with generating theories
- Data is rich and subjective
- The location is natural
- Reliability is low
- Validity is high
Phenomenological approaches
Source: Nwokah, Blabel and Briggs (2009)

26. Research
Design and
Methodology
• The goal of the phenomenological approach
seeks deeper understanding and to gain a
description or an insider account from an
individual about a given phenomenon
(Cassell, 2015).
• Guerrero-Castañeda, Menezes and Ojeda-
Vargas (2017) argue that the
phenomenological interview is an existential
approach between two people such that we
can apprehend a phenomenon from the
perspective of whoever is living it and giving
it meaning.

27. Research Design
and
Methodology
Cassell (2015) summarises
the different types of
interviews according to level
of structure and purpose

28. Recruiting Participants
Recruiting participants for qualitative research ‘involves identifying and selecting
individuals or groups of individuals that are especially knowledgeable about or
experienced with a phenomenon’ (Creswell and Plano Clark, 2011)
‘Purposeful sampling is widely used in qualitative research for the identification
and selection of information-rich cases related to the phenomenon of interest’
(Palinkas, Horwitz, Green, Wisdom, Duan and Hoagwood, 2016, p.2)
I employed purposeful sampling for this project as I needed to find TEL managers
who were not just knowledgeable and experienced, but also available and willing
to take part in the research.

29. Recruiting Participants
I felt using 4 of the 21 Irish HEIs (19%) was a representative sample size given the
scope and timeframe of this project.
I selected two established universities and two Institutes of Technology who are
in the process of merging as part of the TU process were identified as suitable
I also tried to bring gender and regional balance to the study. This was to ensure
the views of Universities, IoTs and TUs were represented.
As a TEL practitioner and researcher, I utilised my own professional network to
identify potential.

30. Overview of Participating HEIs
HEI 1 HEI 2 HEI 3 HEI 4
Institute Type University Transitioning from IoT to
Technological University
University Transitioning from IoT to
Technological University
Number of Students 15,000-20,000 15,000-20,000 20,000-25,000 2,500-5,000
Number of Academic
Staff
600-700 800-900 700-800 200-250

31. Interviews
• Due to COVID-19 restrictions the semi-structured interviews could not be conducted in
person so were carried out using Zoom
• I generated a transcription of the interview was sent to the participant to allow them to
check for accuracy and amend or remove any content.
• The participants and the HEIs discussed in the interviews will be anonymised to protect
the identities of those mentioned.
• Research participant’s names changed to Interviewee 1, 2, 3 and 4. Likewise, the four
HEIs will be anonymised as HEI 1, HEI 2, HEI 3 and HEI 4.

32. Data Collection and Data Analysis
Audio and video recordings of the interviews were made using the Zoom
software ‘Cloud Recording’ service.
Transcripts of the recordings were generated using the Otter.ai service
which enabled commenting on the transcript with basic coding and
highlighting
Following participants approval of the transcripts of the semi-structured
interviews, I then proceeded to analyse the data using thematic analysis

33. Ethics and
Ethical
Considerations
• Prior to conducting this research, I sought and received ethical
approval for my research through the School of Education and
Lifelong Learning’s Research Ethics Committee.
• The approval process required the completion of a
comprehensive application form giving details on
• the participants of the research
• how informed consent was gathered
• General Data Protection Regulation (GDPR) implications
• data collection and storage
• the dissemination of the research findings
• confidentiality of the interviewees
• and other ethical considerations

34. Ethics and
Ethical
Considerations
• The confidentiality of participants sharing
sensitive information was assured with each
participant and their HEI coded to avoid
recognition
• All participants were informed that their
responses would contribute to the research
findings and they had an opportunity to
review and fact-check their responses before
publication.
• This gave them the opportunity to clarify,
correct their responses and withdraw from
the research up to the point of data analysis.

35. 5. Key Findings

36. Definition of TEL
For the purpose of this research, I have adopted Sen and Leong’s (2019, p.1719) definition of TEL i.e.,
‘using technologies to support learning whether the learning is local
(on campus) or remote (at home or in the workplace)’

37. Research
Findings 1
• No clear definition of TEL across HEIs
• Management and academic staff have
blurred understanding of TEL
• TEL responsibilities are not well defined
within HEIs
• Institutional commitment to TEL was low in
most institutes pre-COVID
• Poorly resourced with one HEI needing
external funded work to keep the ship afloat
• Every HEI has a different reporting structure
for TEL function

38. Research Findings 2
Every HEI has a different strategic
approach and reporting structure for
TEL function
HEI 1 HEI 2 HEI 3 HEI 4
Dedicated TEL
Strategy
TEL is
embedded in
the Institutional
IT strategy and
teaching and
learning
strategy.
Yes, published
in 2015-2020
Yes, published
2010-2015 and
currently
planning a new
strategy
Waiting for
TU merger
before
working on
TEL strategy.
Reporting to Dean of
Teaching and
Learning
Vice President
of External
Affairs
Vice President
or Dean of
Teaching and
Learning
Head of
Strategy
Dedicated TEL
Centre
Manager
Yes Head of
Department of
TEL
Yes Yes

39. Research
Findings 3
• Working With Other Functions
• TEL Strategy
• Pedagogy first approach to TEL
• Enablers to the adoption of TEL
HEI 1 HEI 2 HEI 3 HEI 4
CPD Activities Workshops, face-to-
face sessions, drop-in
clinics, self-paced
online supports and
resources. No
accredited
Workshops, online
resources,
knowledgebase,
how-to articles
Linear self-paced
online course on the
VLE, training sessions,
consultations,
webinars, weekly
Q&As
Training weeks,
webinars, workshops
and online resources
Accredited TEL CPD No, but hoping to in
the future
Up to Level 9 Up to Level 9 Up to Level 9
Micro Credentials No, but planning to
have them in the
future
No, but planning to
have them in the
future
No, but planning to
have them in the
future
No, but planning to
have them in the future

40. Final
Research
Findings
• TEL Motivators
• Barriers to the Adoption of TEL
• Impact of COVID-19 on the Adoption of TEL

41. 6. Conclusions

42. 1. TEL in Irish HEIs
• The use of TEL in teaching and learning in HE has become ubiquitous
• That does not mean that there is a universal understanding of how
TEL can be used by academics in HE
• Whilst TEL is diffusing/propagating through every facet of HE’s
Teaching and Learning, it is critical to continue to promote TEL in
order to:
(i) highlight the proper use of technology for teaching and learning;
(ii) make it central to teaching and learning in HE
(iii) to ensure it is appropriately resourced.

43. 2. CPD
• This research has highlighted the broad
range formal, informal and non-formal
training activities carried out by TEL teams in
Irish HEIs
• Training is not mandatory, even for new
lecturers
• Academic freedom gives lecturers the option
not to use TEL
• There are few incentives to pursue CPD
opportunities
• When there are competing priorities, CPD is
often the first casualty

44. 3. Cross organisation approach
• Strong relationships between TEL teams and their counterparts in
other support functions, especially the Registrar’s Office, IT Teams
and AV Teams is crucial to the smooth running of TEL
• There are clear benefits to having TEL advisory groups which are
comprised of representatives from the Registrar’s office, lecturer
representatives, student’s union, Information Systems office, Audio
Visual team, data protection officer and other key stakeholders from
around the HEI.

45. 4. Funding
• The research found that TEL in Irish HEIs is
underfunded, and investment is needed in
technology, people and time.
• The chronic underfunding of HE in Ireland over the
last decade, and lack of prioritisation of TEL has led
to a stagnation of TEL development.
• New technology tools are available for adoption,
additional instructional designers and learning
technologists are needed to assist lecturers on their
TEL journey and lecturers need more time and
incentives upskill in the area
• The pressures of higher student numbers, less
funding and no increase in lecturer numbers has
taken its toll on TEL adoption in HE.

46. 5. Pedagogy Leading Technology
• Technology should not be used to replace the lecturer or automate
part of their job.
• It must, in some way, enhance the teaching or learning experience.
• Before adopting any technology, lecturers should examine the
method and practice of their existing pedagogy and the outcomes
they are trying to achieve
• Doing so with the help of an instructional designer or learning
technologist can help transform teaching practice through the
adoption of TEL.

47. • COVID-19’s closure of physical campuses provided the
catalyst for an intrinsic motivation, the need to
continue classes, for the adoption of the TEL for almost
all lecturers in Irish HEIs.
• It is clear the prolonged closure brought about a more
purposeful online teaching approach by many
lecturers.
• It also provided the motivation to gain a deeper
understanding of online pedagogies and technologies.
• This may be the lasting impact of COVID-19 on TEL,
lecturers are more competent and confident on a
range of TEL tools
6. Impact of
COVID 19

48. 7 The Role Of Senior Management
• A key insight from the research is the role senior management must play in
furthering TEL post-COVID-19.
• The focus pre-COVID 19 was on the upskilling of staff lecturers have since
developed TEL competence and confidence during the pandemic
• The research suggests rigid systems and structures such as timetabling of
classes will need to be adapted to realise full potential of TEL
• TEL centres are normally a central function, reporting to a senior manager
who is on the Executive Board of the HEI.
• The placement of TEL centres within Academic Schools appears to be
unusual and disadvantageous.

49. 8 Motivation
• The research found intrinsic motivators such as using TEL
to save time, make a process easier or solve a problem
appear to be more effective than extrinsic factors such as
time allocations for training, digital badges or other
incentives.
• TEL managers observed that, pre-COVID-19, HEIs
provided little reward or recognition for lecturers
undertaking formal or informal CPD.
• There are few methods of recognising improvements in
the student experience or learning outcomes. In
contrast, HEIs are more likely to recognise research
funding or publications. Academics therefore prioritised
these areas in place of TEL adoption.

50. 7.
Recommendations

51. Recommendations
Five key recommendations have been
identified in order to promote the
adoption of TEL in Irish HEIs.
Integrated
Approach to TEL
Pedagogy Based
Technology Stack
Post-COVID
Strategic Plans
and TEL Policies
Review TEL
centre Reporting
Structures
Recognise and
Incentivise CPD

52. 1.
Integrated
Approach to
TEL
• There is a need to create/form working groups of
key stakeholders to work on TEL initiatives such as
the introduction of new technologies, TEL
strategies and training plans.
• The formation of formal groups would help build
relationships between various silos within the
institute and aid in the sharing of experience and
knowledge.

53. 2.
Pedagogy
Based
Technology
Stack
• Each HEI should create an easy-to-understand set
or stack of technologies to be utilised and
supported across the institute.
• The selection of technologies should involve input
for key stakeholders and the TEL working groups
• The technology stack would be guided by
pedagogy and best practice at all times.

54. 3.
Revise
strategic
plans in
light of
COVID
• HEIs will need to recognise the paradigm shift in
HE and the expectation of TEL usage from both
staff and students.
• This recommendation calls for a revision of HEI’s
strategic plans in light of the affordances of
technology, and the digital competence and
confidence of lecturers.
• Consideration must also be given to the post-
COVID-19 opportunities and challenges in terms of
online distance education.
• This needs to be a collaborative process between
management, staff and students

55. 4.
Reporting
Structures
for TEL
• The research suggests TEL centres should belong
under central functions. Commissioning a review
into the potential benefits of having a VP for
Teaching and Learning, or a VP for Strategy as line
manager for the TEL centre is recommended.
• There is also a recommendation to have an
executive position for the improvement of teaching
and learning.

56. 5.
Incentivise
CPD for
lecturers
• HEIs should put structures in place to recognise
staff who attend CPD in the same way research
funding and output are recognised.
• HEIs should incentivise formal, informal and non-
formal training opportunities to improve CPD
uptake.
• HEIs should assess the effectiveness of current CPD
activities, barriers to attendance of CPD such as
those outlined in the research.
• CoPs should also be encouraged for peer support
and knowledge transfer between academics,
disciplines, and support functions.

57. Suggestions for Future Research
• The effect of COVID-19 on the Adoption of TEL in Higher Education
• TEL Structures in Irish HEIs
• Barriers and Motivational Factors on the Adoption of TEL

58. 8. Reflection

59. 1. Reflection
• Whilst this research focuses on four HEI’s, it
does provide a snapshot in time of their
approach to the promotion of TEL amongst
academic staff.
• This research provides interesting insights into
how four HEIs currently promote the adoption
of TEL amongst academic staff.
• It highlights the imperative of senior
management buy-in and commitment to TEL.
• The creation of TEL centres is central to the
adoption and promotion of TEL.

60. 2. Reflection
• Whilst there was an exponential growth in
the adoption and use of TEL during the
pandemic through ERT, this momentum
needs to be sustained.
• priority must be given to the proper
resourcing of TEL centres as well as institute
wide collaboration and support for the
continued adoption of TEL.

61. ‘If the only tool you have is a
hammer, you treat everything as if
it were a nail’ (Maslow, 1966).

62. Personal
Reflection
• This research, and the modules on this MEd in
Education in Teaching and Learning, unveiled my
previous bias towards using technology to solve
teaching and learning problems.
• I believe that my studies have tempered this bias
and I am more mindful of the pedagogical needs of
lecturers and students.
• On reflection, my approach has developed and is
now aligned to Beggs’ (2018) contention that
‘technology should not be used without sound
pedagogic reasoning and relevance to learning
outcomes’.

63. Questions?
http://pete.ie/edtech