Duelling identities in refugees learning through open,online higher education

This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’ transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students

Enhancing the teaching and learning experience of distance education through the use of synchronous online tutorials.

Oscail, Distance Education, Dublin City University is at the forefront, like many other distance education providers, in its commitment to adopting new technologies to improve the teaching and learning experience of their students (Cakir and Basak, 2004). Social interaction has been found to contribute positively to knowledge construction, higher order learning (Vygotsky, 1975 ed), achievement (Hrastinski, 2009) and successful completion (Rosenberg 2001, Salmon 2000). Advances in technology have facilitated an enhanced teaching and learning experience for distance education together with the opportunity for social interaction, an aspect often missing from traditional distance education. Following an evaluation of several web conferencing tools, Dublin City University opted to adopt Wimba Classroom to provide live, virtual tutorials. In 2010/2011, Wimba was piloted in the Bachelor of Science in Information Technology degree programme and the outcomes of this project were reported at the 2011 EADTU conference. Following the positive outcome of the pilot project, synchronous online tutorials were introduced to all Oscail programmes in 2011/2012. The use of Wimba was extended to include webinars, student presentations and student feedback sessions and to provide students with the opportunity to engage in social interaction and knowledge construction. This paper will reflect on the subsequent student and tutor experience of teaching and learning within Wimba. It will evaluate if the findings of the pilot project translated to the larger provision of online tutorials

Go open! Supporting higher education staff engagement in open educational practices

his paper reports on the activities of a team in Dublin City University (DCU), composed of academic staff and library staff, who engaged in a collaborative project, Go Open, in 2020 and 2021 that encourages members of the DCU community to engage in open educational practices. The academic staff team members, from DCU’s Open Education Unit, have experience in providing online, flexible, open education/access programmes that include many examples of open educational practice, while the library staff have experience in advocating for engagement in open educational practice and open scholarship/science. The project goals were: to produce user-friendly resources that would give an introduction to open education generally and more specifically key types of open educational practice; to provide concrete examples of open educational practice to contextualise the educational problems for which such practices can provide a solution; and provide links to other sources of information on open education such as key websites and thought leaders so that those whose interest in open education is sparked by the resources are facilitated in taking their next step. These project goals align with the first action area of the UNESCO OER recommendation, that of building capacity of stakeholders to create, access, re-use, adapt and redistribute OER. The Go Open project developed both a guide, ‘Go Open: A beginners guide to open education’, and a LibGuide (https://dcu.libguides.com/GoOpen), both of which were launched at an event in April 2021 as part of the team’s ongoing project output dissemination and advocacy for open education practice. In the two weeks after the launch event the guide had 387 views and 178 downloads, while the libguide had 781 views. The Go Open Project was funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education and DCU’s Teaching Enhancement Unit through the SATLE 19 fund

Go open: a beginners guide to open education

In this short guide, we aim to give you a beginners guide to the area of open education, so that you can engage with open education practices in your teaching, research and support activities and to Go Open

Effect of angiotensin-converting enzyme inhibitor and angiotensin receptor blocker initiation on organ support-free days in patients hospitalized with COVID-19

IMPORTANCE Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT0273570

Between the Lines: An Exploration of Online Academic Help-Seeking and Outsourced Support in Higher Education: Who Seeks Help and Why?

The growth in online higher education has seen the ‘unbundling’ of some services as universities have partnered with private companies in an effort to enhance their services. This paper explores university students’ use and perceptions of the third-party online learning support platform, Studiosity, at Dublin City University. Studiosity was engaged to support undergraduate and postgraduate distance students, by offering support beyond existing campus-based services. This research employs a primarily inductive research design drawing on data collected through the third-party provider (2018–2020), supplemented by an in-house online survey (2019). Students were overwhelmingly positive about Studiosity. Postgraduate students, arguably students with good academic skills, used the service more than first-year undergraduate students. However, first-year undergraduates, a group the literature suggests are reluctant users of institutional support, were also strong users. Questions emanating from postgraduate students demonstrated expedient help-seeking. First-year undergraduate students were more concerned with explanations to help their understanding in order to persist with their studies. This paper posits that all other things being equal, those who already have strong academic capital will be the greatest users of academic support services. Proactive, less formal academic support strategies to encourage use by those who need help most, remain critical

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a ‘University of Sanctuary’ in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belong-ing to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place

Can you give me sanctuary? Exploring the transition experiences of refugees and asylum seekers to online distance learning

Dublin City University (DCU) was granted the status of “University of Sanctuary” in December 2016. Fifteen scholarships were granted to refugees and asylum seekers; one provided by each of the five DCU faculties and the remaining ten provided by DCU’s online education platform, DCU Connected. This paper will report on the journey undertaken by a team within DCU’s National Institute for Digital Learning as they put in place the framework needed to support these scholars and the related research study which explores the nature of the transition experiences of University of Sanctuary Scholars to online distance learning. A longitudinal qualitative study is designed to seek a greater understanding of these learners’ experiences in the early stages of the study lifecycle, and of how their transition into higher education can be facilitated to enhance student success. The data collection technique is semi-structured online interviews conducted annually, and the first round of interviews has recently been conducted. The data-led analytical approach for this study is Braun and Clarke’s (2006) six phases of thematic analysis. The next phase of the research project involves the analysis of the first phase of interview data and the generation of preliminary findings

Can you give me sanctuary? Exploring the transition experiences of refugees and asylum seekers to online distance learning

Dublin City University (DCU) was granted the status of “University of Sanctuary” in December 2016. Fifteen scholarships were granted to refugees and asylum seekers; one provided by each of the five DCU faculties and the remaining ten provided by DCU’s online education platform, DCU Connected. This paper will report on the journey undertaken by a team within DCU’s National Institute for Digital Learning as they put in place the framework needed to support these scholars and the related research study which explores the nature of the transition experiences of University of Sanctuary Scholars to online distance learning. A longitudinal qualitative study is designed to seek a greater understanding of these learners’ experiences in the early stages of the study lifecycle, and of how their transition into higher education can be facilitated to enhance student success. The data collection technique is semi-structured online interviews conducted annually, and the first round of interviews has recently been conducted. The data-led analytical approach for this study is Braun and Clarke’s (2006) six phases of thematic analysis. The next phase of the research project involves the analysis of the first phase of interview data and the generation of preliminary findings

Enhancing the teaching and learning experience of distance education through the use of synchronous online tutorials.

Oscail, Distance Education, Dublin City University is at the forefront, like many other distance education providers, in its commitment to adopting new technologies to improve the teaching and learning experience of their students (Cakir and Basak, 2004). Social interaction has been found to contribute positively to knowledge construction, higher order learning (Vygotsky, 1975 ed), achievement (Hrastinski, 2009) and successful completion (Rosenberg 2001, Salmon 2000). Advances in technology have facilitated an enhanced teaching and learning experience for distance education together with the opportunity for social interaction, an aspect often missing from traditional distance education. Following an evaluation of several web conferencing tools, Dublin City University opted to adopt Wimba Classroom to provide live, virtual tutorials. In 2010/2011, Wimba was piloted in the Bachelor of Science in Information Technology degree programme and the outcomes of this project were reported at the 2011 EADTU conference. Following the positive outcome of the pilot project, synchronous online tutorials were introduced to all Oscail programmes in 2011/2012. The use of Wimba was extended to include webinars, student presentations and student feedback sessions and to provide students with the opportunity to engage in social interaction and knowledge construction. This paper will reflect on the subsequent student and tutor experience of teaching and learning within Wimba. It will evaluate if the findings of the pilot project translated to the larger provision of online tutorials