1.
MEd in Education in Teaching and Learning
Education Research Project
Approaches to Promoting the Adoption
of Technology Enhanced Learning
(TEL) in Irish Higher Education
Student: Peter Windle
Student Number: 01038362
Supervisor: Dr Mary Fenton
Date: September 2021

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Declaration of Original Work
MA in Education in Teaching and Learning
Name of Student: Peter Windle
Name of Supervisor: Dr Mary Fenton
Module: Education Research Project Date: 05/09/2021
I declare that the work which follows is my own, and that any quotations from any
sources (e.g. books, journals, the internet) are clearly identified as such by the use of
‘single quotation marks’, for shorter excerpts and indented in size 10 font for longer
quotations.
All quotations and paraphrases are accompanied by citations (author, date) in the text
and a fuller entry in the bibliography.
I have read the referencing section in the MA in Management in Education Handbook
2020/21 and followed these conventions carefully.
Signature of Student: _______________________________

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Table of Contents
Declaration of Original Work 2
List of Abbreviations and Acronyms 6
List of Figures 7
List of Tables 7
Chapter 1 Introduction 8
1.0 Introduction..........................................................................................................8
1.1 The Origins of TEL in Irish Education ....................................................................8
1.2 Uses and Benefits of TEL in HE .............................................................................9
1.3 Context and Justification for Research...............................................................10
1.4 Aim and Objectives of the Research...................................................................11
1.5 Proposed Methodology......................................................................................11
1.6 Structure of Dissertation ....................................................................................11
1.7 Conclusion...........................................................................................................12
Chapter 2 Literature Review 13
2.0 Introduction........................................................................................................13
2.1 Technology Enhanced Learning in Education.....................................................13
2.2 TEL in Higher Education......................................................................................15
2.3 What are the benefits of TEL in Higher Education? ...........................................16
2.4 Factors Influencing Uptake of TEL in HE.............................................................21
2.5 European and National Policies..........................................................................25
2.6 Institutional approaches to promoting TEL........................................................27
2.7 Impact of COVID 19 on the Adoption of TEL in Higher Education .....................29
2.8 Conclusion...........................................................................................................31
Chapter 3 Methodology 32
3.0 Introduction........................................................................................................32

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3.1 Rationale for the Research .................................................................................32
3.2 Position of the Researcher .................................................................................32
3.3 Research Aim and Objectives .............................................................................33
3.4 Research Philosophy...........................................................................................34
3.5 Research Design and Methodology....................................................................37
3.6 Recruiting Participants........................................................................................39
3.7 The Semi-Structured Interview Process .............................................................40
3.8 Data Collection and Data Analysis......................................................................40
3.9 Ethics and Ethical Considerations.......................................................................41
3.10 Reliability and Validity of Research Data..........................................................42
3.11 Limitations of the Research..............................................................................43
3.12 Conclusion ........................................................................................................43
Chapter 4 Research Findings 44
4.1 Introduction........................................................................................................44
4.2 Overview of the Four HEIs..................................................................................44
4.3 Key Findings........................................................................................................45
4.4 Conclusion...........................................................................................................54
Chapter 5 Discussion 55
5.1 Introduction........................................................................................................55
5.2 Understanding of TEL in Irish HEIs......................................................................55
5.3 Institutional Commitment to TEL .......................................................................56
5.4 TEL Enablers in HEIs............................................................................................58
5.5 Factors Influencing Uptake of TEL in HE.............................................................59
5.6 The Impact of COVID-19.....................................................................................60
5.7 Conclusion...........................................................................................................63
Chapter 6 Conclusions and Recommendations 64

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6.1 Introduction........................................................................................................64
6.2 Conclusions.........................................................................................................64
6.3 Recommendations..............................................................................................68
6.4 Limitations of the Research................................................................................69
6.5 Suggestions for Future Research........................................................................69
6.6 Conclusion...........................................................................................................70
Bibliography 71
Appendix 81
Appendix 2.1: Bloom’s Digital Taxonomy.................................................................81
Appendix 3.1 Semi-Structured Interview Questions................................................82
Appendix 3.2: Coding of Interviews..........................................................................85

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List of Abbreviations and Acronyms
AV Audio Visual
CTEL Centre for Technology-Enhanced Learning
CoP Community of Practice
CPD continuous professional development
DES Department of Education and Skills
DCU Dublin City University
ERT Emergency Remote Teaching
EUA European University Association
GDPR General Data Protection Regulation
Gen Z Generation Z
GUI Graphic User Interfaces
HE Higher Education
HEA Higher Education Authority
HEFCE Higher Education Funding Council for England
HEI Higher Education Institute
HR Human Resource
HTML Hyper Text Markup Language
ICT information and communication technologies
IT Information Technology
IT IS Information Technology and Information Systems
IoT Institutes of Technology
ILTA Irish Learning Technology Association
LMS Learning Management System
MEd Masters in Education
NFETL National Forum for the Enhancement of Teaching and Learning
NMC New Medium Consortium
PC Personal Computer
TUI Teachers Union of Ireland
T&L teaching and learning
THEA Technological Higher Education Association
TU Technological Universities
TEL Technology Enhanced Learning
TCD Trinity College Dublin
UCC University College Cork
VP Vice President
WIT Waterford Institute of Technology

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List of Figures
Figure 2.1: Roger's Diffusion of Innovation....................................................................23
Figure 2.2: Helpfulness of Educational Technology Tools .............................................24
Figure 3.1: The Research Onion ......................................................................................34
Figure 3.2: Continuum of Ontological Assumptions.......................................................36
Figure 6.1: Framework for Facilitating the Promotion and Adoption of TEL in HE......68
List of Tables
Table 2.1: Multiple Phases of Higher Education Responses to COVID-19....................30
Table 3.1: Continuum of Core Ontological Assumptions ...............................................35
Table 3.2: Phenomenological approaches........................................................................37
Table 3.3 Purposes of Interviews.....................................................................................38
Table 3.4: Doing thematic analysis: a step-by-step guide ...............................................41
Table 4.1: Overview of Participating HEIs......................................................................45

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Chapter 1: Introduction
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)
1.0 Introduction
The use of ICT in Higher Education Institutes (HEIs) 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). Alongside this evolution, there has been a broad range of
nomenclature in use to describe the changing relationship between technology and
education, including ICT for learning; Computer-assisted learning; Computer-based
learning; learning technology; e-learning and most recently Technology Enhanced
Learning (TEL) with each term having its own area of focus and its own champions and
supporters. TEL is widely used to describe the use of ICT in teaching and learning in
Irish Higher Education (HE), however, as Kirkwood & Price (2013, p.6) maintain ‘it is
rare to find explicit statements about what TEL actually means. Most frequently, TEL is
considered synonymous with equipment and infrastructure’. Whilst TEL is generally
recognised in the European context since its 2009 adoption by the Higher Education
Funding Council for England (HEFCE), globally, “instructional technology”,
“educational technology” and “e-learning” dominate as the lingua franca (Bayne, 2014).
1.1 The Origins of TEL in Irish Education
Mainframe computers, such as those installed in Trinity College Dublin (TCD) in the
1960’s, were first introduced to teach Computing and programming skills. The arrival of
micro-computers in Irish HEIs in the 1970s and 1980s facilitated both ICT and non-ICT
students to learn and perform rudimentary skills drills using computers (Moynihan,
1986). The development of Graphic User Interfaces (GUI), Macintosh and Windows
computers, and the proliferation of the Internet in the 1990s improved the user
experience and enhanced students’ learning experiences. The investment in ICT
infrastructure, both hardware and software, in HEI’s also enabled increased use of
technology in teaching and learning for both staff and students. From the early use of
mainframes to teach programming to digital multimedia encyclopaedias e.g., Microsoft
Encarta (1993), ICT has been used by lecturers and students to aid and enhance teaching

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and learning across all disciplines. In the intervening years, ICT has morphed into TEL
and has become interwoven in the fabric of HE.
Lecturers’ approach to teaching and learning has also evolved in this time from using
basic technologies such as PowerPoint presentations and overhead projectors in
classrooms to sharing learning materials and resources with students using online
platforms e.g., Moodle and Blackboard. This was particularly evident with the mass
migration of HEI courses to online delivery during the COVID 19 pandemic. This
growth in the adoption of TEL differs from one HEI to another as there has been a mix
of both a bottom-up approach by individual academic staff members and a top-down
approach with HEI management investing in TEL resources and supports. Moreover,
there are also a wide variety of TEL upskilling and professional development supports in
place across Irish HEIs which span formal and informal courses/training, and other non-
formal initiatives e.g., Communities of Practice. Irish HEIs have published strategic
plans which demonstrate varying levels of strategic interest in TEL as well as different
levels of maturity in their TEL journeys.
1.2 Uses and Benefits of TEL in HE
TEL is used to enhance the students’ on-campus learning experience through the
integration of technology for use in teaching and learning in the classroom. TEL also
provides a wide range of online distance education options which can make education
and lifelong learning more accessible for students. Assistive technologies have been
adopted in HE to improve accessibility to students with a range of physical and learning
disabilities. MacMahon, Quentin-Baxter and Riachi (2007) highlighted the following
benefits of TEL in HE:

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Table 1.1: Benefits of TEL
For Students For Academic Staff
• Improvements in learning style,
insight and/or reflection
• Enhancement of skills,
employability and/or confidence
• Enhanced satisfaction, motivation,
attendance and/or retention
• Enhanced recruitment through
greater accessibility or opening-up
of new markets
• A stimulus to creative thinking and
educational research
• Enhancement of staff satisfaction
and retention
• Enhancement of staff skills,
employability and/or confidence
• A useful tool for pedagogical
innovation
Source: MacMahon, Quentin-Baxter and Riachi (2007)
Whilst the benefits of TEL in HE are clear, there is a lacuna of research on those
benefits, especially since the onset of the COVID-19 pandemic.
1.3 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).
National bodies such as the 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) and the National Forum for the Enhancement of Teaching and Learning
(NFETL) have similar aspirations for the adoption of TEL in Irish HEIs.
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

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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.
1.4 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.
1.5 Proposed Methodology
For this research, I will adopt a qualitative research methodology, where I will conduct
semi-structured interviews with four TEL Managers, who are responsible for the
promotion of TEL in their respective HEI. Due to COVID 19 restrictions, these semi-
structured interviews will be conducted via Zoom. With the consent of each of the
research participants, these semi-structured interviews will be recorded in video and
audio formats, and transcribed.
Each participant will be forwarded a transcript of their interview for clarification
purposes i.e., to fact-check and sign off on the final transcript. This will ensure the
integrity and transparency of the research process.
1.6 Structure of Dissertation
This dissertation comprises six chapters as follows: Chapter 1 Introduction outlines the
background, context and justification for this research project and identifies the overall

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research aim and objectives of this study. Chapter 2 Literature Review examines the
existing literature and policies relating to TEL in Higher Education; its origins,
applications and as well as its limitations in HE. It will also examine the strategic
approaches to promoting TEL in HE. Chapter 3 Methodology outlines how primary
research will be conducted for this project and details the research philosophy, which
informed the research methodology, as well as the position of the researcher, ethical
considerations, the reliability of the data and the details on data collection and analysis.
Chapter 4 Research Findings presents the findings of the primary research amongst the
four HEIs participating in the study and identifies key findings emerging from the
research. Chapter 5 Discussion of Research Findings discusses the research findings vis-
à-vis the germane literature and policies, as discussed in Chapter 2. Chapter 6
Conclusions and Recommendations presents the key conclusions of the research and
makes a number of recommendations as to how to promote the adoption of TEL.
Recommendations for further study are also presented in this chapter.
1.7 Conclusion
This chapter introduced reader to the research topic and provided a contextual
background and the rationale for this research study. It also outlined the research aim
and objectives, the proposed methodology and provides an overview of the structure of
the project. Chapter 2, Literature Review will examine the germane literature and
policies relating to the adoption of TEL in HE, both nationally and internationally.

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Chapter 2: Literature Review
2.0 Introduction
This chapter introduces the reader to Technology Enhanced Learning (TEL) and
examines the benefits and limitations of TEL in teaching and learning within the context
of Higher Education (HE). It also examines the strategies to promote TEL in HEI’s and
reviews relevant Education policies relating to the promotion of TEL within Higher
Education in the Irish context.
2.1 Technology Enhanced Learning in Education
TEL is often used interchangeably with other terms such as educational technology,
computer-based learning, ICT for learning or eLearning. Bayne (2014, p.5) observes that
TEL ‘has been adopted as an apparently useful, inoffensive and descriptive shorthand
for what is in fact a complex and often problematic constellation of social, technological
and educational change’. The term TEL is often used as a synonym online, blended
learning, or purely for distance learning. Kirkwood and Price (2013, p.6) argue that it is
‘rare to find explicit statements about what TEL actually means’ as it may refer to any
technology that is used in teaching and learning to the benefit of lecturers or students.
Many definitions of TEL exist, including:
Any online facility or system that directly supports learning and teaching. This may include a
formal VLE, an institutional intranet that has a learning and teaching component, a system that
has been developed in-house or a particular suite of specific individual tools (Universities and
Colleges Information Systems Association, 2008).
TEL is an inclusive term that encompasses blended learning, distance learning and even
classroom-based activities assisted by digital technology (Almpanis, 2015, p.366)
The best term to describe the domain of knowledge society technologies as applied in the
learning context (Lytras, Gašević, de Pablos and Huang, 2013, p.ix).
For centuries, technological advances have changed and evolved the practice of and access
to Education. Johannes Gutenberg’s invention of printing with moveable type c.1450 had

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significant effects on society and education (Moodie, 2014) with the introduction of
textbooks. Since then, many technological advances have been adopted in Higher
Education (HE). In the 1920s, radio was utilised as new way of offering distance education
with on-air classes broadening access to education. In the 1950s inventions such as
overhead projectors and photocopiers brought benefits for teaching and learning.
Television brought opportunities for improving distance education in the 1960s e.g., the
University of Stanford created an instructional television network for delivering live
lectures to students in nearby industries (Pettit and Grace, 1970). Around this time, the first
computer within an Irish university arrived in Trinity College Dublin (TCD) (McCarthy,
2015). Affordable personal computers (PCs) fuelled the advance of computers as aids for
teaching and learning in the 1970s and 1980s with educational software was used to test
logical thinking and for skills drills/development.
In the 1990s, TCD become the first HEI in Ireland to connect to the emerging Internet
(RTÉ, 2016). Web sites became common with Tim Berner-Lee’s release of Hyper Text
Markup Language (HTML), a standard format for publishing visually appealing webpages.
This greatly helped lecturers in create and publish learning resources and share them with
students online and became the precursor to Learning Management Systems. Jones
International University in Colorado became the first fully web-based accredited university
(Pease, 2000).
Hibernia College launched Ireland’s first online HEI in the 2000s with accredited
Certificate, Diploma, Degree and Masters programmes in Teacher Education (Hanley,
2001). The decade also saw the proliferation of technology such as PC’s and projectors in
classrooms which enabled the use of PowerPoint and multimedia within Irish HEIs. 67%
of households would have internet connections to access online courses and learning
resources (EuroStat, 2021) by 2010.
One might expect that the definition of TEL would become more focused, however,
instead, as technology features in almost every facet of education the lines blur between
the traditional classroom and fully online education (Woo, Gosper, McNeill, Preston,
Green and Phillips, 2008). In time, TEL will be so embedded in education that there will

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no longer be a need to define it. However, Beggs (2018) cautions that ‘It is important to
note that technology should not be used without sound pedagogic reasoning and relevance
to learning outcomes’. Laurillard (2008) argues TEL is a tool for pedagogical innovation.
Argwel’s (2012) prediction that ‘Online education for students around the world will be
the next big thing in education. This is the single biggest change in education since the
printing press’ was prescient given the mass migration to 100% online teaching and
learning during the COVID pandemic.
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 (sic) (at home or in the workplace)’.
2.2 TEL in Higher Education
In their meta-analysis of TEL literature, Kirkwood and Price (2013) identify three types
of TEL intervention; (i) replicating existing teaching practices; (ii) supplementing
existing teaching; and (iii) transforming teaching and/or learning processes and
outcomes.
2.2.1 Replicating Existing Teaching Practices:
Lecturers use TEL to replicate elements of conventional teaching such as using personal
computers (PCs), Powerpoint and projectors in place of acetates or writing on a
blackboard. In place of printing or photocopying notes for students, TEL (through
LMSs) is now used by lecturers to provide a platform where they can upload and curate
learning resources for students to access, before, during or after a class. Each Irish HEI
has employed a Learning Management System (LMS) such as Moodle, Canvas or
Blackboard as institute-wide platforms where lecturers upload learning resources for a
particular module for students to access. NFETL’s (2014, p.iii) research showed that the
use of TEL in HEIs highlights LMS ‘penetration into practically all courses and all
institutions.

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2.2.2 Supplementing Existing Teaching Practices
TEL is used in Higher Education (HE) to enhance the students’ learning experience
through the systematic and integrated use of technology for teaching and learning within
classrooms including, but not limited to, lecturer PC’s and projectors for presenting
PowerPoint presentations, documents, web resources, video, audio, and digitised e-
books. Increasingly, software platforms are being used to enhance classroom
engagement with web-based options like Mentimeter and Padlet being used to get quick
and anonymous student feedback via their mobile phones. As students’ mobile phones
and other personal devices are being used for active learning in classrooms,
screencasting technologies such as Miracast are being used to allow students to share the
screens of their devices to the entire class on the classroom projector to enable active
learning through technology.
2.2.3 Transforming Teaching Practices
Kirkwood and Price (2013, p.12) suggest that TEL can be used to redesign learning
activities or substantial parts of modules to provide active learning opportunities for
students. Transformation also occurs when lecturers investigate ‘how TEL activities
could most effectively promote qualitatively richer learning among students’ (ibid). TEL
is also used to enable blended, hybrid and fully online learning in synchronous (at the
same time) and asynchronous (at different times) modes. A range of methods are used to
support these modes, from uploading learning resources for students at its most basic
mode, to creating rich, live and recorded student experiences with communication and
collaboration used to create vibrant online learning communities.
2.3 What are the benefits of TEL in Higher Education?
‘The key drivers of TEL are evident in economic, social, technological and political
fields. There is an expectation that Higher Education embrace new technologies and
offer a 21st century experience’ (University College Cork, 2012). The Higher Education
Funding Council for England’s (HCFCE) revised e-Learning strategy focuses on
enhancing learning, teaching and assessment through the use of technology. This
strategy identifed three levels of potential benefits that TEL might bring: (i) efficiency;
(ii) enhancement; and (iii) transformation.

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2.3.1 Efficiency
TEL gives students many opportunities to take part in self-guided and self-directed
learning and allows them to study at their own pace (Koksal, 2019). TEL also enables
Just-In-Time Teaching, where students are given learning materials and activities to
complete before class, thus, enabling the lecturer to tailor the class to ensure students
have a better learning experience and making more efficient use of the lecturer’s time
(Harvard, 2019). On-demand or just-in-time learning refers to engaging in information
gathering when the need arises (Yilmaz, Lal, Tong, Howard, Bal, Bayer, Monteiro, and
Chan, 2020). For lecturers, and those in industry looking to HEIs for continuous
professional development, TEL enables learners to access specific modules or content
when the need the need arises.
TEL offers opportunities for HEIs to recruit remote learners for online programmes for
students who would not have been able to attend the physical campus due to geographic,
time constraints such as adult learners working full-time or with caring responsibilities.
The use of e-assessment has given rise to a marked improvement in attendance and
achievement and learning analytics can be used as ‘a tool for boosting retention rates’
(Pulker, 2020) to make interventions, to improve learning outcomes or target students at
risk of dropping out (Francis, Broughan, Foster and Wilson, 2019).
The Joint Information Systems Committee’s (JISC) Tangible Benefits of E-Learning
project (2007) highlights several examples of using TEL to perform existing processes
in a more cost-effective, time effective, sustainable, or scalable manner. This research
found the use of e-assessment in formative development of students gave rise to a
marked improvement in attendance and achievement. The JISC project also points to
other benefits including skills and employability, student achievement, widening
participation in social justice, accessibility for students with special needs. The JISC
project also highlighted examples where e-assessments such as online multiple-choice
questions saved printing and exam invigilator costs as well many hours of lecturers’
time in corrections. Finally, TEL helps improve or maintain the quality of teaching and
learning in challenging times (Kirkwood and Price, 2016) where funding has been
reduced in Irish HEIs whilst student numbers have increased.

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The European University Association’s (EUA) Public Funding Observatory (2021) report
states Irish HEIs had 155,000 students with a total budget of €1.5 billion in 2008.
Funding decreased significantly between 2008 and 2020 (inclusive), with 2016’s budget
almost 37% lower than 2008’s at €980 million despite a 20% increase in student numbers
and a 10% reduction in staff numbers during the same period. In 2020, 213,000 students
attended Irish HEIs with 3% more academic staff, 10% less non-academic staff and a
total budget of €1.4 billion, compared to 2008 levels. This 37% increase in student
numbers along with less funding and overall staffing has placed enormous pressure on
HEIs to find efficiencies in teaching and learning. ‘With technology, a small amount of
ingenuity and possibly a significant amount of courage, we can improve quality, improve
access and reduce costs in higher and further education in Ireland’ (Mulligan, 2017).
2.3.2 Enhancement
Unlike the words Technology and Learning in the TEL acronym, ‘Enhanced’ is a
judgement-based term. The Miriam-Webster dictionary (2021) defines enhance as ‘to
increase or improve in value, quality, desirability, or attractiveness’. However, Kirkwood
and Price (2011, p. 11) question ‘what will be enhanced with the use of technology’ and
synthesise the various concepts of enhancement in the literature as being focused on: (i)
operational improvement; (ii) quantitative improvement; and (iii) qualitative
improvement.
(i) Operational improvements include enhancements that improve the learner’s
experience with learning resources. TEL provides better accessibility to the
learner compared to the conventional resources (Copley 2007; Taylor and
Clark 2010). Students can learn at their own pace, they can watch recordings
of classes and labs and access additional learning resources such as videos,
animations and podcasts to support a multimodal approach to learning. As
evidenced by mapping TEL tools to Bloom’s Taxonomy (Table 1.1) there are
many operational improvements that can be made using TEL.
(ii) Quantitative changes in learning include improving communication and
fostering active discussions through the use of instant messaging services and
enhancing visualisations and presentations. Quantitative changes also include
improved test scores and assessment grades.

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(iii) ‘Qualitative changes in learning are concerned with skills developed by the
learner because of technology-enhanced learning’ (Sen and Leong, 2017, p.
1720). These skills include higher order thinking skills, reflection, increased
interaction between students, deeper engagement, and richer understanding.
(Kirkwood and Price, 2013)
The enhancement of teaching and learning was highlighted in NFETL INDEx Survey
where the majority of students agreed that when digital technologies are used on their
course, ‘they understand things better, enjoy learning more, are more independent in
their learning and can fit learning into their life more easily’ (NFETL, 2020, p.2).
2.3.3 Transformation
TEL has had a transformative effect in how teaching occurs (practices and methods used
for teaching and learning), where it occurs (face-to-face or distance), and when it occurs
(synchronous vs asynchronous). For teachers, the rapid proliferation of technology has
presented many challenges in their classrooms, it has also brought about many
opportunities. Keegan (2009) argues that rather than replacing the teacher, technology
has in many ways increased the focus on pedagogical skills. The art of the practitioner as
instigator, designer and animateur remains key to the process of learning (ibid).
Transforming learning requires reconsideration of what constitutes teaching and
learning. The HEA's National Strategy for Higher Education 2030 (2011) states that it is
no longer sufficient for lecturers to be subject matter experts, they also need to
understand learning theories and how to apply those theories to their practice. This
understanding of learning theories should also extend to an understanding of learning
technologies. It is predicted that the role of the teacher will shift from primary source of
knowledge to that of expertise in facilitating students’ learning. A good teacher should
be an expert learner, who can facilitate students' learning and information searching
(Riel, 1994). The growth of TEL is bringing renewed focus on pedagogy which is
beneficial to learners in HE.
TEL has benefited teaching and significantly improved the quality in distance learning
through the use of the internet for transformation in where (face-to-face) and when
(synchronous vs asynchronous) learning takes place is also bringing about benefits.

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There has been significant growth in the number of students taking courses online a
trend that is set to continue post pandemic (McKenzie, 2021). Hybrid classrooms where
students can attend a class on campus or virtually are a growing trend which aims to
give students maximum flexibility.
TEL also offers flexibility in terms of when learning takes place.
The current trend in education and training identifies methods and tools for delivering just-in-
time, on-demand learning opportunities tailored to individual students, taking into consideration
their differences in skills level, perspectives, culture and other educational contexts (HEA, 2011,
p.48)
2.3.4 Pedagogical Benefits of TEL
TEL has been heavily criticised by educationalists and educational philosophers as a vehicle to
promote shallow learning, mindless copying and pasting, and decontextualised acquisition of
definitions and facts.
(Madden, Nunes, McPhearson, Ford and Miller), 2005, p.21).
It is important to recognise criticism TEL has received, most recently in the form
Emergency Remote Teaching, it has many proven pedagogical benefits. Bloom’s
Taxonomy of Learning (1956) is a well-recognised categorisation of cognition levels for
course or instruction goals. Churches (2001) developed Bloom’s Digital Taxonomy to
demonstrate that TEL can be used for more than shallow learning, mindless copying and
pasting and the decontextualised acquisition of definitions and facts, as predicted by
Madden et al. (2005). Sneed (2016) mapped many of the TEL tools available to the
cognitive levels Bloom (1956) described in his Taxonomy of Learning (please see
Appendix 1) to demonstrate innovative ways of integrating technologies that encourage
higher order thinking skills (Churches, 2001). TEL tools can enhance learning from its
simplest form in remembering, to analysing, evaluating, and creating knowledge.
Kirkwood and Price (2016) argue the role of the lecturer is crucial in implementing TEL
as they know why, when, and how best to use technology for teaching and learning.
They note the variety of intrinsic and extrinsic factors that influence lecturers use of
technology. They believe a lecturer’s beliefs, i.e. what they think about the process of

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teaching and learning impacts their teaching practice. ‘It is vital to support teachers in
the task of reviewing, reassessing and modifying their conceptions of teaching and
learning’ (ibid, p.6) for the successful adoption of TEL. Whilst developing digital skills
and competencies is important, this form of pedagogical enquiry is critical.
Säljö (2010, p. 56) argues ‘technology does not facilitate or improve learning in a linear
sense, rather it is currently changing our interpretations of what learning is and changing
our expectations about what it means to know something’. As such, TEL has moved
from being something that supports teaching and learning to something that changes
how learning takes place and how learning is interpreted. Garrison (2011) echoes Säljö’s
belief and claims that HEIs have recognised a need to move away from passive lectures
and that technology is simply the means catalyst to make that move possible.
2.4 Factors Influencing Uptake of TEL in HE
2.4.1 Challenges with Digital Literacies/Professional Development.
Many authors such as Almpanis, (2015); Garrison and Vaughan, (2008); Laurillard,
(2002); MacDonald, (2008); Palloff and Pratt, (2007); Salmon, (2003); Tait and Mills,
(1999 and 2003) argue that for online learning to succeed, staff development is of crucial
importance. HEIs offer a range of professional development opportunities for lecturers
including accredited TEL modules and programmes, formal training events, informal
one-to-one and group training and non-formal events such as communities of practice.
Gregory and Lodge (2015, p.1) highlight factors including academic identity and
culture, preferential time allocation to research activities, academic technological
capacity, workload, and funding models on the uptake as ‘silent barriers to TEL
implementation and uptake in Higher Education’.
As previously mentioned, student numbers in Irish HEIs have increased by 37% whilst
lecturer numbers have almost stagnated. This has increased lecturers’ workload
significantly with more time being spent on supporting students, correcting assessments,
providing feedback etc. whilst leaving them with less time for example upskilling on
TEL.

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2.4.2 Impact of Academic Freedom on TEL uptake
With regard to strategies on the use of TEL and staff development in the Irish context,
Murphy (2016, p.5) notes that academic freedom is ‘pushing back against these non-
academic priorities’ such as continuous professional development (CPD) and increasing
digital literacies. According to the Irish Universities Act of 1997,
A member of the academic staff of a university shall have the freedom, within the law, in
his or her teaching, research and any other activities either in or outside the university, to
question and test received wisdom, to put forward new ideas and to state controversy or
unpopular opinions and shall not be disadvantaged, or subject to less favourable treatment
by the university, for the exercise of that freedom.
Similarly, the Institutes of Technologies Act of 2006 states that:
A member of the academic staff of a college shall have the freedom, within the law, in his
or her teaching, research and any other activities either in or outside the college, to
question and test received wisdom, to put forward new ideas and to state controversial or
unpopular opinions and shall not be disadvantaged, or subject to less favourable treatment
by the college, for the exercise of that freedom.
The legislation is such that academics have complete freedom attend TEL professional
development or to choose to adopt or to not adopt TEL in their teaching.
2.4.3 Impact of Industrial Relations
The Teachers Union of Ireland (TUI) point to uncontrolled and haphazard approaches
between different Institutes and within individual Institutes when implementing TEL for
remote teaching (TUI, 2019). Given there is no national agreement on the development
and delivery of online and digital learning in Irish HEIs, this has led to ongoing
Industrial Relations (IR) issues and industrial action from the TUI since 2019. This
industrial action to ‘systematically and incrementally withdraw from all forms of activity
relating to the development and delivery of all online modules and all online courses’
(ibid, p.1) prevents the development and delivery of new blended and online courses
stunted the growth of online education in Irish Institutes of Technology (IoT) and
Technological Universities (TU).

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2.4.4 Managing Knowledge and Technology Obsolescence
‘Technology development tends to outpace strategic thinking and pedagogical design in
HE’ (Oliver and Wasson, 2009, p.413). The New Medium Consortium (NMC) Horizon
Report (2017, p. 32) recognises the constant advancements in educational software and
hardware and the implications on teaching and learning; ‘just as faculty and staff are
able to master one technology, it seems a new version launches’. Lecturers’ frustrations
may be heightened when updates are made to their LMS and the user interface is no
longer familiar causing confusion, distrust and the rejection of technology.
Applying Roger’s (1962) Diffusion of Innovation Curve to academic’s uptake of TEL,
by the time the late majority and laggards are adopting technologies, they may already
be obsolete, or close to it. Innovators and early adopters may have already moved to the
next technology. This hampers the standardisation of TEL amongst academic staff and
the rollout of new technologies and pedagogies in HEIs.
Figure 2.1: Roger's Diffusion of Innovation
Source: Roger's Diffusion of Innovation (1962)
2.4.5 Students’ Expectations of TEL
88% of HEI undergraduate students are under the age of 25 (HEA, 2019b) and are,
therefore, considered Generation Z (Gen Z). They are sometimes referred to as the
‘Sharing Generation’, the generation that is ‘All Digital All The Time’, ‘Born Digital’,
‘Digital Natives’ or ‘Digital First’, Gen Z are widely regarded as those born between
1996 and 2005 (inclusive) and do not know a world without technology. For Gen Z,
technology has always been fully integrated into every part of their lives and they do not
think education should be any different.

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Barnes and Noble College’s research report on Gen Z (2019) highlights this generation’s
preference for engaging and interactive digital experiences and they expect technology
to play and instrumental role in their educational experience. Gen Z students find TEL
tools helpful for learning in the classroom and beyond. They use Internet-based
technologies more often than traditional forms of acquiring knowledge and they prefer
mobile applications over audio-visual content available on the Internet (Szymkowiak,
Dabic, Melovic and Jeganathan, 2021).
Figure 2.2: Helpfulness of Educational Technology Tools
Source: Barnes and Noble College (2019)
Gen Z also craves an environment where they can share with and co-create their
knowledge education with their peers (Barnes and Noble College, 2019). Technology
has changed the way students think and learn and access education, including the ways
in which they process information, their attention span, decision-making and memory. It
has changed the way they socialise and interact with classmates (HEA, 2019).
Szymkowiak et al. (2021) argue that traditional methods of education are not suitable for
educating the Z generation who prefer to use modern technology to support and direct
their learning. HE leaders, policy makers and lecturers face many new challenges as a
result of this paradigm shift in TEL expectations.

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2.5 European and National Policies
Under the EU’s European Education Area initiative, a Digital Education Action Plan
(2020) has been developed, which includes 11 actions to support technology-use and
digital competence development from primary to third level education.
This Action Plan offers a long-term strategic vision for high-quality digital education. It
also presents opportunities, including improved quality and quantity of teaching
concerning digital technologies, support for the digitalisation of teaching methods and
pedagogies and the provision of infrastructure required for inclusive and resilient remote
learning. The actions are grouped into three main areas, namely: (i) making better use of
digital technology for teaching and learning; (ii) developing digital competences and
skills; and (iii) improving education through better data analysis and foresight. The plan
also contains two main priority areas of (i) fostering the development of a high-
performing digital education ecosystem; and (ii) enhancing digital skills and
competences for digital transformation.
As recently as 2019, Ireland was one of 12 European countries that did not have a
national strategy or policy measures in place on the use of new technologies in teaching
and learning in HE (HEA, 2019a). Of the 38 countries that did have strategies and/or
policies, there was a focus on resourcing three core areas to support digital
transformation in HE, namely: (i) better digital infrastructure; (ii) development of digital
skills and digital pedagogies for staff; and (iii) improving students’ digital skills
(European Commission/EACEA/Eurydice, 2018).
The Department of Education and Skills’ National Strategy for Higher Education to 2030
‘presents a vision of an Irish higher education sector that can successfully meet the many
social, economic and cultural challenges that face us over the coming decades’ (DES, 2011,
p. 4). Whilst TEL is not explicitly referenced in the strategy, it is implicit in the delivery of
some objectives and noted in related strategies. The strategy clearly articulates the role
which technology should play in the provision of teaching and facilitating the student
learning experience. It describes a system which must be responsive to the needs of an
increasingly diverse student population. It notes core areas such as teaching and learning

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facilitated by high-quality learning environments, state-of-the-art learning resources and the
development of e-learning and online learning are core to TEL advances. Given the scope of
the National Strategy for Higher Education to 2030 and its duration, 2011-2030, one could
argue it is somewhat obsolete given the impact of TEL on Irish HEIs, especially during the
COVID 19 pandemic.
The rapid integration of technology in everyday life has also seen national strategies and
policies which recognise the importance of digital literacies and proficiencies across all
aspects of society. The Department of Communications, Energy and Natural Resources
published a National Digital Strategy (2013) which highlighted the need to educate and
empower Irish citizens to use digital technologies to improve their lives. The National Skills
Strategy (DES, 2016a, p.10) outlined a vision for Ireland ‘where the talent of our people
thrives.. .through the effective use of technology to support talent and skills provision, to
grow enterprise and to enhance the lives of all within society’.
The International Education Strategy for Ireland: 2016-2020 highlights the benefits of
internationalisation of curricula in Irish HEIs which will be enabled by the enhancement of
digital capacity of the sector, including the development of staff capacity for delivering
technology-enhanced learning (DES, 2019b).
The National Forum for the Enhancement of Teaching and Learning in Ireland (NFETL)
has promoted and funded numerous initiatives since it was founded in 2013. In its
publication Roadmap for Digital Learning in Higher Education 2015-2017, it called for ‘a
co-ordinated, multi-level approach to foster digital literacy, skills and confidence among
students at all levels of education’ (NFETL, 2015, p.30). NFETL have also published a
Digital Skills Framework entitled All Aboard, a review of Ireland’s HE technological
infrastructure and a review of existing HE policy for digital teaching and learning in Ireland.
More recently, the NFETL (2019) published their strategy for 2019-2021 which focuses on
key strategic priorities; the professional development of all those who teach, teaching and
learning in a digital world, teaching and learning enhancement within and across disciplines
and student success. The work of the NFETL is having a direct impact on HEIs in Ireland
through these projects and initiatives.

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The work of the National Forum has also informed the Higher Education Authority’s
2018-2022 Strategic Plan which includes actions on the development, delivery, and
implementation of a Digital Transformation Framework for HEIs (HEA, 2018). This
Framework aims to
bring together and advance the work already started in the sector including identifying
infrastructure deficits and the need for targeted investment; opportunities for shared services and
platforms to progress the digital agenda nationally (e.g. HEAnet, EduCampus); improving online
learning and blended models of delivery; how to better use the data we currently have to improve
student success; and, how to achieve open access to higher education and research publications
and data (HEA, 2018, p.13-14).
Nationally, the work of DES, The Higher Education Authority (THEA) and NFETL
creates clear direction in terms of policy and strategy. These bodies also provide clear
frameworks and resources for HEIs to empower them to further integrate TEL in
teaching and learning.
2.6 Institutional approaches to promoting TEL
Laurillard’s (2002) framework for implementing and using TEL emphasises the need for
an effective organisational infrastructure to be in place. Likewise, Garrison (2011) notes
the response to the changes brought on by TEL should be to tackle strategic planning,
infrastructure, and leadership issues if HEIs are to take ownership of the innovation.
The approach to promoting the adoption and use of TEL in Irish HEIs varies greatly
with disparate structures in place to support TEL, a gamut of top-down strategic plans to
organise and promote TEL and a range of bottom-up initiatives to build TEL
capabilities. Since the publication of Ireland’s National Strategy for Higher Education to
2030 in 2011 many HEIs have adopted actions on TEL as part of their Strategic Plans.
These strategic actions on the promotion and adoption of TEL also vary in Irish HEIs.
Some early adopters of TEL, such as Dublin City University (DCU), have included
TEL-related goals in their strategic plans since 2012 (consequently they are the
forerunner in TEL with a National Centre for Digital Learning). Other HEIs have only
adopted TEL goals in their strategic plans as recently as 2018.

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An interesting example is Waterford Institute of Technology’s Strategic Plan 2018-
2021, which commits to:
• Allocating at least 35% of the overall budget in support of training in online,
digital and technology-enhanced teaching and learning;
• Developing an appropriately resourced TEL Community of Practice (CoP)
• Developing and implementing a digital learning strategy that places us at the
forefront of the field.
• Recruit students to at least one fully online programme (of at least 10 credits) in
every Department.
Similar strategies and actions have been published by HEIs across Ireland. PWC,
formerly known as Price Waterhouse Cooper, argues these strategic actions are a
‘reaction to the massive shift towards using new technology, yet lack the vision,
capability or commitment to implement them effectively’ (2019, p.3).
The organisation and reporting structure for those responsible for the promotion of TEL
in HEIs varies greatly. Some report to the Registrar, others report to the Vice President
for Teaching and Learning whilst others work under academic schools or other
functions.
Several HEIs have created teams to support overall teaching and learning (T&L)
including digital pedagogies and technologies. Other HEIs have created Technology
Enhanced Learning teams specifically to support teaching and learning using TEL.
These TEL and T&L teams are separate from the HEI’s Information Technology and
Information Systems (ITIS) teams. These teams generally support technology
infrastructure such as servers, staff and classroom computers, classroom audio-visual
systems, wired and wireless network connectivity and logins for various systems
including the LMS and library systems.

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Traditionally, TEL hardware in classrooms such as computers and projectors, are
maintained by Information Technology and Information Systems (IT IS) teams while
software systems such as the LMS are managed by the TEL and T&L teams. This has
led to a somewhat siloed approach to technologies used in TEL and these disparate
groups need to work as part of a holistic organisational approach as recommended by
Laurillard (2002) and Garrison (2011).
2.7 Impact of COVID 19 on the Adoption of TEL in Higher Education
Whilst we’re still mid-pandemic (2021), emerging research by Pokhrel and Chhetri (2021,
p.133) shows that ‘the COVID-19 pandemic has created the largest disruption of education
systems in human history, affecting nearly 1.6 billion learners in more than 200 countries.’
In line with the advice from their National Public Health Team, the Irish Government
announced the closure of every HEI in the country on March 13th
, 2020 (DES, 2020). This
caused a paradigm shift in HE as all HE teaching and learning moved online with little
notice, training, or time to prepare lecturers or students. This was known as Emergency
Remote Teaching (ERT), and it was widely adopted as the term to describe the rapid
migration to online caused by HEI closures due to the pandemic.
ERT is described as a ‘temporary shift of instructional delivery to an alternate delivery
mode due to crisis circumstances’ (Hodges, Moore, Lockee, Trust and Bond, 2020, p.7). It
involves using solutions for teaching and learning away from the campus using technology
with an expectation that normal formats would return after the emergency has abated.
Whilst continuity of teaching, learning and research was a key priority for Government and
HEIs in March 2020, HEIs had just three to five weeks of classes to complete the academic
year so the objective at the time was not to ‘re-create a robust educational ecosystem but
rather to provide temporary access to instruction and instructional supports in a manner that
is quick to set up and is reliably available during an emergency or crisis’ (ibid, p.7). This
sets ERT apart from Online Learning which can be described as ‘thoughtfully designed,
quality, student-focused learning experiences, built on proven best practices that create
effective interactions between learners, peers, instructors, and content’ (Mathes, 2020).

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Hodges et al. (2020, p.3) note ‘online learning carries a stigma of being lower quality
than face-to-face learning despite research showing otherwise’. Media outlets painted a
poor picture of Online Learning with headlines such as ‘Language students doing
classes online should receive refund on fees’ (Pollak, 2020), ‘Right and just for students
to get Covid refunds’ (Coughlan, 2021) and ‘Up to 50% of university students unhappy
with online learning’ (Zhou, 2020). However, it is unfair to compare face-to-face
teaching and learning, where lecturers have developed their pedagogies over their
careers, to an overnight transition to online teaching and learning.
Pokhrel and Chhetri (2021) highlight many challenging issues with ERT for both
lecturers and students including access to the internet, access to devices, finding suitable
space for teaching and learning in the home, caring for dependants, lack of digital
competencies, lack of access to specialist equipment and software and increased
distractions. In terms of the evolution of approaches to TEL during COVID-19, Phil
Hill’s Multiple Phases of Higher Education Responses to COVID-19 has been widely
cited:
Table 2.1: Multiple Phases of Higher Education Responses to COVID-19
Phase 1 Rapid Transition to Remote Teaching and Learning. Institutions making an all-hands-on
deck movement to remote delivery, often relying on synchronous video, with massive
changes in just four weeks.
Phase 2 Institutions must (re)add basics into emergency course transitions: course navigation,
equitable access addressing lack of reliable computer and broadband, support for students
with disabilities, academic integrity.
Phase 3 Extended Transition During Continued Turmoil. Schools must be prepared to support
students for a full-term and be prepared for online delivery – even if starting as face-to-
face.
Phase 4 This will have unknown levels of online learning adoption, but it is likely that it will be
higher than pre-COVID-19 days, but Institutions must have new levels of eLearning
infrastructure – technology and support – to reliably support students.
Source: Hill (2020)
ERT helped HEIs finish the 2019-2020 academic year. The lockdowns and closures
continued for almost the entire 2020-2021 academic year and saw lecturers examine
their pedagogy and move to online learning. At the time of writing, restrictions may
continue to impact HE well into the 2021-2022 academic year (O’Brien, 2021). This

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extended transition during continued turmoil as described by Hill (2020) will eventually
be replaced by the new normal, whatever that may bring. ‘When the COVID-19
pandemic is over, the education system should not forget about the experiences we gain
during the emergency remote teaching’ (Misirli and Ergulec, 2021). The long-term
impact of COVID-19 on the adoption of TEL, and on HE in Ireland, warrants further
detailed research.
2.8 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. The following chapter will identify the research aim and
objectives and outline the research methodology adopted for this research project.

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Chapter 3: Methodology
3.0 Introduction
This chapter revisits the key themes of the Literature Review and the rationale for the
research, which informed and influenced the research aims and objectives. It provides my
background as a researcher-practitioner and my motivation for this research. It also outlines
the available research philosophies and the rationale for the chosen philosophy, which
informed the research design, methodology and data collection. It also discusses the ethical
considerations of the research design and the validity and reliability of the research data.
3.1 Rationale for the Research
The Literature Review examined the germane literature and policies relating to use of TEL in
Higher Education (HE). Whilst the benefits of using TEL are evident, the barriers to the
adoption of TEL appear to be varied and somewhat outdated due to the mass adoption of TEL
during the COVID-19 pandemic. Furthermore, the role of TEL has evolved rapidly since
COVID-19 forced the closure of HE campuses in 2020. There is a lacuna of research into the
adoption of TEL in Irish HEIs and how HEIs are promoting the adoption of TEL amongst
academic staff and this provides the rationale for this research project.
3.2 Position of the Researcher
I currently work as an eLearning Development Officer within the Centre for Technology
Enhanced Learning (CTEL) in Waterford Institute of Technology (WIT). As part of this role,
I have two primary remits, namely, to:
(i) develop and maintain the eLearning and TEL infrastructure for WIT’s 1,000+
staff and almost 10,000 students. I work as part of a technical team to monitor,
maintain, and provide support for the Learning Management System, Moodle and
administer Zoom. This team also provides support to staff and students;
(ii) develop and promote TEL to grow digital skillsets, and confidence, in WIT and
promoting TEL for online and blended courses. This is achieved by delivering
training sessions, one-to-one support and by organising the Institutes TEL
Community of Practice.

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In addition to my work in CTEL, I am also a part-time lecturer on WIT’s Higher
Diploma in Computer Science, a 100% online programme. I am passionate about the use
of technology to enhance Teaching and Learning (T&L) as I believe that both face-to-
face and online teaching and learning can be enhanced through the effective use of
technology. My experience of working with lecturers in WIT to enable them to use
technology to enhance the delivery of their teaching online and to support their adoption
and use of technology. My lecturing and e-Tutoring experience has given me a unique
perspective on the challenges faced by lecturers when using technology for teaching and
learning.
My motivation for this research is to identify approaches that will further develop the use
of TEL in HEI’s, which I can apply to my role in promoting and developing TEL in
WIT. I have at first hand seen the clear pedagogical and institutional benefits TEL can
offer. 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.
3.3 Research Aim and Objectives
The overall aim of this research project is to examine the approaches to promoting the
adoption of TEL in HEIs in Ireland. In order to achieve the research aim, the following
research objectives need to be addressed:
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;
3. To Investigate what impact COVID 19 had on the adoption TEL in HE;
4. To develop a framework for the promotion of TEL.

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3.4 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. Therefore,
before beginning this research, I gave great consideration to evaluating the most suitable
approach to the research design and methodology. 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.
Figure 3.1: The Research Onion
Source: Saunders, Lewis & Thornhill (2019)

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Saunders, Lewis & Thornhill (2019, p.130) posit that research philosophy refers to a
system of beliefs and assumptions about the development of knowledge. Holden and
Lynch (2004) identify two major philosophical approaches to research in the literature,
namely: phenomenology (subjectivism) and positivism (objectivism), which are
represented by assumptions concerning our view of reality (ontology) and how we gain
knowledge (epistemology).
Saunders et al. (2009, p.128) argue that positivism ‘incorporates the assumptions of the
natural sciences, arguing that the social reality that we research is external to us and
others’. They continue by saying positivists consider the social world to be the same as
‘physical entities of the natural world, in so far as they exist independently of how we
think of them, label them, or even of our awareness of them’. Positivists, therefore, seek
to study Social Sciences through the medium of observable, measurable facts.
‘Phenomonology arose as critics argued, and continue to argue, that both sciences are
disparate’ (Holden and Lynch, 2004, p.4). Saunders, Lewis and Thornhill (2009, p.130)
assert that social reality is made from the perceptions and consequent actions of social
actors. The phenomological researcher is interested in different opinions and narratives
that can help to account for different social realities of different social actors.
Whilst positivism and phenomenology are binary ontological approaches, there exists a
continuum of core ontological assumptions within those views of reality. Hussey and
Hussey (1997) adapted Morgan and Smirch’s (1980) continuum of ontological
assumptions with with six identifiable stages as shown in Figure 3.1.
Table 3.1: Continuum of Core Ontological Assumptions
Objectivist
(Positivism)
Approach
to social
sciences
Subjectivism (Phenomenological)
Reality as a
concrete
structure
Reality as a
concrete
process
Reality as a
contextual
file of
information
Reality as
a realm of
symbolic
discuss
Reality as a
social
construction
Reality as a
project of
human
imagination
Source: Hussey and Hussey (1997) adapted from Morgan and Smirch (1980)

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Scahill (2012) further developed the work of Hussey and Hussey (1997) and Morgan
and Smirich (1980) to visualise this continuum where positivism exists as the extreme of
objectivism, and phenomenology is at the other extreme of subjectivism, as depicted in
Figure 3.2.
Figure 3.2: Continuum of Ontological Assumptions
Source: Scahill (2012) adapted from Hussey and Hussey (1997) and Morgan and Smirch (1980)
The Research Onion, as depicted in Figure 3.1, lays out the stages I needed to examine
before planning my research and the relationship between research philosophies and each
stage of the research. A key consideration for me was that my research involved gaining
the perspectives and experiences of TEL professionals working in HE, therefore, a
positivist or scientific approach was not congruent with the overall research aim and
objectives. Whilst a positivist approach is suitable for scientific research as it yields data
that is reliable, representative and it shows patterns and trends, ‘positivism has been
increasingly criticised as an inappropriate approach to the study of Social Science
phenomena’ (Holden and Lynch, 2004, p.11).
Given the small scale and qualitative nature of my research, a phenomenological approach
is the most suitable 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) and it ‘realises more explanatory success’ (Holden and Lynch, 2004, p.11).

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3.5 Research Design and Methodology
Nwokah, Blabel and Briggs (2009) detail the research method considerations for
Positivist and Phenomenological approaches in:
Table 3.2: Phenomenological approaches
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
Source: Nwokah, Blabel and Briggs (2009)
The choice of a phenomenological approach is to help the researcher identify how
phenomena, such as the promotion of TEL, are perceived by those working in the field
of TEL in HE. My choice of a phenomological research paradigm informs the
qualitative research methods used in this research study. Tuffour (2017, p.1) believes
‘qualitative inquiries seek to shed light on meanings that are less perceptible and that
they also seek to investigate complexities of our social world’. 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). In this
study, the phenomenon under investigation is the promotion of TEL in HE in Ireland.
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.

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Cassell (2015) summarises the different types of interviews according to level of
structure and purpose, as depicted in Table 3.3.
Table 3.3 Purposes of Interviews
Source: Cassell (2015)
The purpose of interviews in this study is to gather information about the promotion of
TEL in HEIs, therefore, the interviews are exploratory in nature and this influenced my
decision to select semi-structured interviews. This approach enables questions that are
‘generally broad and open ended so that the subject has sufficient opportunity to express
his or her view-point extensively’ (Giorgi, 1997,p.245). As noted by Guerrero-
Castañeda et al. (2017), Cassell (2015) and Giorgi (1997), semi-structured interviews
are true to the phenomenological approach adopted for this type of study. The semi-
structured interviews afford the opportunity to probe in greater detail emerging issues
that arise as part of the interview process.

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King’s (2005) process for constructing and using qualitative research interviews is split
into four steps, namely: (i) defining the research question; (ii) creating the interview
guide; (iii) recruiting participants; (iv) carrying out the interviews. As Cassell (2015)
suggested, the first step is to identify the research question or aim for the interview
correlates directly to the title of this research project, it is an examination of the
promotion of TEL in HEIs in Ireland.
In planning and designing phase, I developed a set of questions for the semi-structured
interviews to guide the flow of discussion and these were aligned to the research aim and
objectives i.e., : (i) to explore the approaches Irish HEIs use to promote TEL; (ii) To
identify the barriers and enablers to the adoption of TEL within HEIs (institutional); (iii)
To Investigate what impact COVID 19 had on the adoption TEL in HE; and (iv) To
develop a framework for the promotion of TEL. A full list of questions in the interview
guide for the semi-structured interviews can be found in Appendix 2.
3.6 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.
Sandelowski (1995) recommends that qualitative sample sizes are large enough to allow
the unfolding of a ‘new and richly textured understanding’ of the phenomenon under
study, but small enough so that the ‘deep, case-oriented analysis’ (p. 183) of qualitative
data is not precluded. There are 21 state-funded HEIs in Ireland. I felt using 4 HEIs, or
19% of Irish HEIs, 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

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participants. 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.
Prior to the primary research, I emailed each participant inviting them to participate in a
semi-structured interview. This email contained details on background of the research,
as well as the aim and objectives. It also contained a form where participants could
provide informed consent. In this email I informed the participants that I will share
summary of the key findings, conclusions, and recommendations of my research with
them.
3.7 The Semi-Structured Interview Process
Due to COVID-19 restrictions the semi-structured interviews could not be conducted in
person so were carried out using Zoom video conferencing software. I began the
interviews by outlining the research aim and objectives. 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.
3.8 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. Thematic
analysis was carried out on the research data to identify, analyse, and interpret patterns
of meaning (Clarke and Braun, 2016). Thematic analysis can be used for small data-sets
such case study research with 1–4 participants (e.g. Cedervall & Åberg, 2010) and it is
considered a ‘foundational method for qualitative analysis’ (Clarke and Braun, 2013,
p.4). Clarke and Braun (2006) provide a six-phase guide which was a very useful

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framework for conducting thematic analysis based on the research objectives. This study
followed Clarke and Brain’s (2006) six step framework as follows:
Table 3.4: Doing thematic analysis: a step-by-step guide
Step Actions
1: Become familiar with the
Data
Repeated reading of transcriptions explore the depth and
breadth of the content
2: Generate Initial Code Generated an initial list of ideas about what is in the data and
what is interesting about them Use NVIVO (Appendix 3) to
automatically generate inductive thematic coding
3: Search for Themes Analyse at the broader level of themes, rather than codes,
involves sorting the different codes into potential themes,
and collating all the relevant coded data extracts within the
identified themes.
4: Review Theme This phase involves two levels of reviewing and refining
your themes. Level one involves reviewing at the level of the
coded data extracts. Level two considers the validity of
individual themes in relation to the data set
5: Define Themes Identifying the essence of what each theme is about and
determine what aspect of the data each theme captures.
6: Write-up Produce the Key Findings in Chapter 4
Source: Braun and Clarke (2006)
3.9 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. I conducted interviews with peers in four HEIs with
responsibility for promoting the adoption of TEL.
At the outset of this research, I invited the participants to consent to participate in this
research Education Research Project. The confidentiality of participants sharing

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42
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. All participants were
informed that they will be given a redacted report of the research conclusions and
recommendations on completion of the research study.
3.10 Reliability and Validity of Research Data
Joppe (2000, p.602) states ‘validity determines whether the research truly means that which
it was intended to measure or how truthful the results are’. Golafashani (2003) states that if
the validity or trustworthiness of research can be maximised, and thereby, deemed more
credible. The research participants, as TEL managers in HEIs, are trustworthy and have
direct knowledge and experience in promoting TEL. Holden and Lynch (2004, p.10) argue
‘that researchers cannot distance themselves from: (i) what is being observed; (ii) the
study’s subject matter; or (iii) the methods of study;’. The researcher is value-laden with
inherent bias reflected by her/his own background, status, interests, beliefs, skills,
values, resources, etc (Hunt 1993). When doing phenomenological research, the most
important steps for establishing validity and reliability are for the researcher to choose a
research method that is faithful to phenomenological philosophy and to stay in the
phenomenological attitude (Söderhamn, 2001, p.16). In order to ensure the reliability
and validity of the research data, I chose a research method of semi-structured
interviews that is faithful to phenomenological philosophy as recommended by
Söderhamn (2001).
I conducted the research and asked people to check the veracity of the transcripts and
gave them the opportunity to amend them, as appropriate. This gave the participants
ownership over their research data. The anonymity of the research also provided a forum
for honest input without fear of identification.
Given the small sample size of participants, this research provides interesting insights
into how four HEIs currently promote the adoption of TEL amongst academic staff. As
such, it provides a snapshot in time of four HEIs approach to the promotion of TEL

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amongst academic staff. Whilst this is insightful, the research findings may not be
generalisable given the individual focus, ambitions and strategies each HEI has for TEL
adoption.
3.11 Limitations of the Research
Robson & McCartan (2016) note the limitations and restrictive nature of qualitative
research and they highlight the probability of the qualitative research having a smaller
sample than that of a quantitative research study. This small-scale research was limited
in scale and scope with a short timeframe of 12 weeks. Whilst the research was cohort
was small, it was representative of the 21 State-funded HEI’s in Ireland. The participant
selection criteria were specific and each participant had to be responsible for TEL. This
criterion immediately limited the number of possible participants, and I chose four that
were representative of the sector i.e., from two universities and two former IoTs that are
transitioning to TUs. This research does not include the perspectives of senior
management, academic staff or students of the four HEIs as this was beyond the scope
of the current research.
3.12 Conclusion
This chapter detailed the research aim and objectives and gave the reader an insight into
my own background and motivation for the research. It outlined what I considered to be
the most appropriate research philosophy, which informed the research design,
methodology and data collection. It also discussed the data analysis and the steps taken
to ensure the validity and reliability of the research data. The following chapter presents
the findings of the primary research.

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Chapter 4: Research Findings
4.0 Introduction
This chapter presents the key findings from the four semi-structured interviews. The
analysis of the data contributes to addressing the research objectives and explores
approaches to promoting TEL in Irish HEIs. Using thematic analysis of the data helped
me to identify, analyse, and interpret patterns of meaning (Clarke and Braun, 2016) and
the key themes emerging from this research are presented in the following sections.
4.1 Overview of the Four HEIs
The four HEIs involved in this study have been anonymised, however, it is important to
understand their context including their size, student cohort, TEL strategies and support
structures, including CPD and TEL activities when interpreting the data analysis. Each
Institute and interviewee has had a code applied to maintain their anonymity. This code is
in the form of HEI or interviewee and their corresponding number, 1, 2, 3 or 4 i.e., HEI 1
and Interviewee 1. Table 4.1 provides an overview of the four HEI’s:

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Table 4.1: Overview of Participating HEIs
HEI 1 HEI 2 HEI 3 HEI 4
Location Dublin Regional Regional Regional
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
Dedicated TEL
Strategy
TEL is
embedded in the
Institutional IT
strategy and
teaching and
learning strategy.
Yes, published in
2017
Yes, published in
2012 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
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
Source: Current Research
4.2 Key Findings
The key findings emerging from the research are presented to reflect the structure of the
semi-structured interviews (see Appendix 2).

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4.3.1 Understanding of TEL in Irish HEIs
The research shows ambiguity around the term TEL and what it entails. There was no
single definition among the TEL managers interviewed:
‘It's technology that that makes it easier for staff to teach and students to learn.’
Interviewee 1
‘TEL refers to both the delivery of education through digital technologies, but also the
education will also use digital tools effectively.’
Interviewee 3
Each interviewee made it clear that TEL is used in every aspect of higher education,
from classrooms to fully online courses. Two of the interviewees acknowledged the
difficulty in defining TEL. There is also a lack of a common understanding of TEL
amongst HE lecturers, management, other staff, and students.
‘TEL is ‘confused with other traditions like distance education’.
Interviewee 2
Interviewee 2 said that placement of TEL responsibilities in HEIs adds to the problem as
they are ‘squeezed in between teaching and learning units, IT services and antecedent
traditions like Audio Visual (AV) technicians.’ Interviewee 2 went on to postulate that
this lack of common understanding is ‘partly our own fault because we haven’t defined
what we do terribly well’. Interviewee 3 has tackled this issue by defining a taxonomy of
learning which defines the TEL spectrum from face-to-face to fully online. HEI 3’s
approach is to ‘use plain English to simplify everything’ including the definition of TEL
to make it accessible to staff.

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4.3.2 Institutional Commitment to TEL
The research highlighted the importance of Senior Management support and investment
to the successful adoption of TEL in the four HEI’s. The four HEIs created TEL centres
as strategic initiatives with two of these units initially run under the Office of the Vice
President (VP) for Strategy. As such, Senior Management saw in the strategic value of
creating dedicated TEL centres to promote the use of TEL in their respective HEIs:
Initially, I was in the Strategy Office because it (TEL) was seen as a new thing… the strategic
supports that are there, we worked hard and argued hard to put in place.
Interviewee 2
Interviewee 1 maintained that there were ‘not enough’ supports for TEL within their
HEI referring to resourcing of digital infrastructure and staff to aid the adoption of TEL.
Interviewee 1 went on to acknowledged they ‘have better support than other
institutions, there is room for improvement’ and they ‘could always do with more
funding’. Senior Management created the TEL centres as strategic priorities but have not
provided the funding or staffing to allow them to fulfil their remit. Interviewee 2 noted a
large part of their funding comes from commercial work and stated that they ‘must wash
our own faces, constantly taking on an externally funded work, just to keep the ship
afloat’ in terms of funding TEL activities in their HEI.
The position of TEL within HEIs and reporting structures was noted by the interviewees
as being key to their success. The TEL managers in this study report directly to a VP or
Dean who represent their interests at Executive level. Two of the TEL centres report to a
VP or Dean for Teaching and Learning, one reports to a VP or Head of Strategy and the
final TEL centre reports to a VP or Dean for External Affairs. Whilst the TEL Manager
in HEI 4 reports to the VP or Dean for Strategy they ‘work very much with the
Registrar’. Interviewee 2 went on to say that from their experience:
The Registrar's office is probably a more common kind of place for units or departments like
ours, although sometimes they report into IT services area and sometimes, they're melded into
some kind of teaching and learning function.
Interviewee 2
Interviewee 3 notes that it is important to have a ‘very central strategic office that people
listen to’. Interviewee 2 said their team is ‘centrally located’ and ‘provide central and

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mainstream services’. They went on to say ‘at least we're not inside in the structures of
academic or teaching departments, it would be very difficult to have an impact if you
were in a school’ which they viewed as a negative in terms of the perceived lack of
independence of the unit and that it made them less accessible to other Schools or
Departments.
Each of the participating TEL managers linked the success of TEL in their HEIs to
closely working with other functions in their HEI:
As a team, we work very much with the registrar’ and ‘there's a very good relationship with the
IT services.
Interviewee 4
Interviewee 1 has ‘a dedicated time set aside my diary to have coffee with our IT
department’, ‘I have a good relationship with him and he has a good relationship for me.
I have the same with other units for that purpose’. HEI 1 also has ‘an advisory group
which is made up of stakeholders across university to inform the way they work’. This
advisory group is comprised of staff and managers from registry, IT systems, lecturers,
students, the accessibility office and others. HEI 2 has an ‘E-learning technical
infrastructure Working Group’ which brings together different functions. HEI 2 also has
an Online Delivery Forum to engage with unions on industrial relations issues
surrounding online delivery. The TEL centre in HEI 3 is ‘totally involved in the
application of technology. Whilst the provision of technology is covered by IT
Services’. For this reason, Interviewee 3 has ‘very close working relationship with IT
Services’. HEI 3 has some applications that are managed by IT Services but their TEL
centre provide training and promotes it. Interviewee 3 says ‘that only works, because
I've because we've got a personal relationship with the guys who run it’. The
relationships between TEL Managers, and their units, with the disparate functions in the
HEI are essential for the smooth running of TEL tools and also for the introduction of
new technologies and strategic approaches to the promotion and adoption of TEL.

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The importance of the institutional approach to promoting TEL has been formalised in
the creation of strategies on the adoption of TEL in three of the four HEIs. HEIs 1, 2 and
3 have TEL strategies in place, though HEI 3’s strategy was published almost 10 years
which is now ‘like some from the Dark Ages… as it has really become outdated’. For
this reason, HEI 3 is currently working on a new overall strategic plan. Whilst there is
no dedicated TEL Strategy, ‘digital learning is very much part of the teaching learning,
and student success pillars’ (Interviewee 3) of their strategic plan. HEI 4 intends to
work with their new TU partners to create a strategy around TEL when the merger is
complete. HEI 1 does not have a TEL strategy, ‘there is an IT strategy and a Teaching
and Learning Strategy with TEL embedded in them.
In our opinion, digital learning is like e-commerce in the 80s. It's just commerce now. TEL is
everywhere, it's not just in the online space… if you create a strategy specifically for digital
learning, you then separate out the learning and digital, and that's something I would strongly
advocate against.
Interviewee 1
Each of the participating HEIs were aware of many of the national policies and
strategies around the adoption of TEL and digital transformation from government
bodies such as HEA and NFETL. None of the interviewees could point to a particular
strategy or initiative in their HEI that were attributable to these endeavours.
Funding opportunities such as the NFETL funding rounds did have a direct impact on
the HEIs. ‘Any national funding we apply for is for projects we're already going to do
anyway’ (Interviewee 1). They continued ‘So do these agencies change our strategy?
No. Do they enable our strategy? Yes.’. Each HEI pointed to specific projects they were
involved in as direct, tangible benefits of this national funding agencies.
I think the National Forum has been quite clever, maybe, you know, in, let's say, spreading the
money around the booth, you know, ordinary decent lectures often don't get the opportunity to
bring in any external funding.
Interviewee 2

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Interestingly, there was little knowledge or interest in the many projects or publications
from the likes of NFETL that their HEIs were not directly involved in.
We have implemented the Advanced HE Framework and the Advanced HE, we didn't adopt the
National Forum (NFETL) framework, we've decided to go with the global framework.
Interviewee 1
We do reference the national forum's professional development framework but we're more
focused on the European frameworks.
Interviewee 3
It is clear from the research that strategies for the promotion of TEL are not something
created in isolation. They are created with the input of key stakeholders such as the
Registrar’s Office, representatives of lecturers and students, and ITIS and other
functions in the HEI. Increasingly, as the lines between teaching and learning and TEL
blur, TEL will become heavily embedded in teaching and learning (and other) strategies.
It is clear from the language used in the interviewees’ definitions of TEL that pedagogy
plays a central role in the use of technology. In HEI 3, teaching and learning is central to
TEL. When asked about their approach to discussing TEL with staff, Interviewee 3 says
‘we want them to describe what they're trying to achieve. Tell us about their audience,
tell us about their students, tell us about their content, tell us about their own skills’. ‘In
terms of adopting new technologies or new ways of working, there’s no way to force
someone to do something they can't or don't have an interest to doing it must be led by
the pedagogy (Interviewee 3).
With the lines blurring between pedagogy and the use of TEL, Interviewee 2 was asked
if TEL will become invisible. The response was that ‘the promotion of TEL is still
needed so that lecturers understand how to do things in the online environment, and
there is a need to understand the affordances and what's different about online or what's
possible with different edtech, or tech tools, or they're not going to use them in a very
optimal strategic or effective way’. The role of TEL centres is therefore to place
pedagogy at the fore of promoting how to use TEL in the most optimal or effective way.