Background

The past two years have seen unprecedented changes in how we teach and how we learn. The pivot to online education experienced as a result of the COVID-19 pandemic necessitated some unwelcome changes, but also paved the way for innovative teaching methods and positive disruptions to how we worked in the past. There were aspects of online education over the past two years which were less than ideal, however, we cannot allow such digital disruption to pass without embracing the opportunities it presents for improved accessibility to education, and both enriched and diverse learning experiences. Recent years have also seen an increase in the use of pedagogical approaches suited to online education including personalised learning and flipped classroom strategies. Prior to COVID-19 related changes there has been a marked increase in student engagement with and demand for online educational resources. Technology pervades almost every aspect of our lives. Students are increasingly mobile and globally connected and clinician-students in particular require a pedagogical model which enables them to balance their academic endeavours with work and family commitments. These shifts seen in higher education render it in an opportune moment to challenge our institutional practices and to capitalise on the potential that digital technology can bring to education, while meeting the needs of today’s diverse student profile. It is not anticipated that online education will replace face-to- already becoming blurred as technology is used increasingly in the classroom and online methods used to deliver material designed to be imparted face-to-face. Unfortunately, efforts to effectively integrate technology into teaching and learning risk being abandoned due to inadequate support, knowledge, and time – it is hoped that this strategy will take a step towards addressing this challenge. While this strategy is specific to online education, it should be noted that online education is part of the learning, and should not be considered in isolation from traditional teaching methods. As such this strategy aligns with the SoM overall goals and values and places a heavy emphasis on engagement with relevant stakeholders. face teaching, rather that it may enhance and supplement it. Indeed, the distinction between face-to-face and online education is

At the time of publication, the College facilitates our Virtual Learning Environment , which is currently Blackboard, wired and wireless network and other software packages like Panopto, Video Conferencing (Collaborate Ultra, Teams, Zoom), TurningPoint , Turnitin, Linkedln, email (staff, student), Office 365, Teams, MyTrinityApps, Data storage, Server Hosting Services. The HEA provide HEAnetFileSender and HEAnet Media hosting.

“There are already many individuals in the school developing a variety of digital educational tools and resources. It is evident that interest is increasing for a more technology enhanced or blended form of teaching. Our overall objective is that this strategy provides a vision on how we can nurture, grow and sustain accessible inclusive and effective online educational opportunities that benefit students, staff, alumni and wider society.”

“The School of Medicine should strive to create an innovative learning, teaching and research environment using technology appropriately to improve access, reach and engagement, enhance learning and stimulate pioneering practices.”

Dr Cuisle Forde Associate Director of the School of Medicine Online Education Committee and Assistant Professor in the Discipline of Physiotherapy, School of Medicine

Mary O’Neill School of Medicine Online Learning Technologist

Methodology

The School of Medicine, hereinafter referred to as SoM, presents its first Strategic Plan for Online Education (2022- 2026). To ensure we understand and address the needs of relevant stakeholders, the SoM Online Education Strategy was informed by consultations with staff and students in our community, as well as online education research projects conducted by members of our School and College community.

A survey was distributed to all staff and highlighted at both Management and School Executive meetings. As part of this survey, academic, clinical and professional staff were invited to anonymously share their opinions on the future of online education in the school. Fortysix responses were received. A student survey was also distributed through a relevant student advisory group, class representatives and relevant student societies. Seventy-one responses were received. Members of the OLEC conducted analysis of survey responses which were further supported by committee member’s experience in online education and where necessary in collaboration with other key stakeholders within the SoM or College. The result of this analysis was the generation of four key themes (Excellence, Capacity Building, Engagement and Assets) with corresponding action points. Action points were also mapped to the key pillars of the College and School strategies (Civic action, Organisation, Research and Education) to ensure consistency and a connected approach in our work.