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Dissertation Research Proposal
– The form should be completed using Calibri font, size 12.
– Students must provide answers for every question. If a question is deemed ‘non-applicable’ do not leave it blank. You must explain why it is not applicable.
– Word limits specified for each question/section are indicative of the maximum amount that students should write per question but NOT the minimum (Exceeding word limits will incur a penalty. Writing less will not incur a penalty)
– The completed form must be submitted as a PDF via moodle using the CA2 link.
– The proposal must be based on the intended dissertation project.
Section A. Applicant Details
MBA Stream / MSc Program
Research Methods Lecturer
Section B. Project Title (15 words)
“The Impact of COVID 19 disease on the education sector of Ireland” 1. Variables: Learning approaches (independent variable), psychological impact (dependent variable) 2. Population: 50 participants (including 25 students and 25 parents) would be the sample size for the survey and 4 teachers from two different schools and 2 professors from two different universities will be interviewed. 3. Methodological strategy: The data will be collected using both quantitative and qualitative strategy. 4. Keywords: Pandemic, precarious, learning, technology, cognitive.
Section C. Aims & Rationale
1. Briefly introduce your research topic, highlighting the key issues around which your project will be based
As the world turns out to be progressively interconnected, so do the dangers we face. The COVID-19 pandemic has not halted at the public outskirts. It has influenced individuals paying little mind to ethnicity, level of instruction, pay or sex. In the case of the educational sector, the equivalent has not been valid for its outcomes, which have hit the weakest hardest (Aldarayseh, 2020). Instruction is no exemption. Understudies from favoured foundations, upheld by their folks and excited and ready to learn, could discover their way past shut school ways to elective learning openings. Those from hindered foundations frequently stayed shut out when their schools shut down (Acharya, 2020). In Ireland the emergency has uncovered the numerous deficiencies and imbalances in our instruction frameworks – from admittance to the broadband and PCs required for online training, and the steady conditions expected to zero in on learning, up to the misalignment among assets and necessities (Almaiah, Al-Khasawneh and Althunibat, 2020). According to Brown, (2020), the lockdowns in light of COVID-19 have intruded on regular tutoring within Ireland, the school terminations in most OECD and accomplice nations, the greater part enduring at any rate 10 weeks. While the instructive network has put forth purposeful attempts to keep up learning progression during this period, youngsters and understudies have needed to depend more on their own assets to keep adapting distantly through the Internet, TV or radio. Instructors additionally needed to adjust to new academic ideas and methods of conveyance of educating, for which they might not have been prepared. Specifically, students of Ireland are the most underestimated gatherings, who don’t approach computerized learning assets or come up short on the flexibility and commitment to learn all alone, and are in danger of falling behind (QQI, 2020). The Covid-19 pandemic has provoked pioneers to balance out in the midst of emergency and plan for an unsure future (Pietro and Biagi, 2020). Thus, accepted that like any emergency, this will happen for the Higher Education Institutions (HEIs) more than three phases: Respond, Recover and Thrive (Darmody, Smyth and Russell, 2020). The key concepts of this research are to focus on the pandemic situations suffered due the COVID-19 by the Ireland educational sectors and the stakeholders (Pietro and Biagi, 2020). The COVID-19 pandemic has likewise had an extreme effect on advanced education as colleges shut their premises furthermore, nations shut their outskirts because of lockdown measures in Ireland (Mash, 2020). A few hypotheses recommend normal determination in people and the other route as regular choice in creatures before zoonotic exchange concerning the root of novel Covid. SARS-CoV2 is believed to have begun from bat with a middle host-pangolin prior to tainting people. In spite of the fact that genomic highlights of SARS-CoV are indistinguishable from Rhinolophus affinis (bat), the distinctions lie in the viral restricting destinations that offer close comparability with the Malayan pangolins (Manis javanica) showing a characteristic determination before human transmission. With a typical progenitor and a halfway host, the odds are high that the SARS-CoV2 may have bounced to people and won in there prior to tainting a bunch. So, the educational sector has moved towards an advanced learning system that is the e-learning methods to overcome their loss. This examination utilized the meeting technique utilizing topical investigation through NVivo programming. The meeting was led with 30 understudies and 31 specialists in e-taking in frameworks at six colleges from Jordan and Saudi Arabia. The discoveries of this examination offer valuable recommendations for strategy creators, originators, designers and analysts, which will empower them to improve familiarity with the key parts of the e-learning framework used effectively during COVID-19 pandemic (Darmody, Smyth and Russell, 2020). There is a lack of data collection and challenges faced by the Ireland educational sector due to the pandemic situations has been focused in the overall study. The models contribute to filling the gap in this research by available papers on the educational sectors and pandemic situations of Ireland. The study emphasizes on the findings of the identifications of the challenges and their outcomes (Schleicher, 2020). Figure: Conceptual framework
2. Describe clearly the aims and objectives of your research project (max 200 words)
Research aim The aim of the research is to identify the influence of COVID 19 on Irish educational sector. Extension of the aim also confines the preparation of the strategies for the online education in terms of fulfilling the identified gaps of the same. Research objective The accomplishment of the research aim would be based towards the selection of appropriate methodological strategies that are both interview and survey in order to understand the consequences of the COVID 19 within Irish educational sector.
3. What is your research question? (max 50 words)
What are the factors that influence the identity of COVID-19 in the educational sector of Ireland? What could be the possible strategies for the conductance of online education in terms of filling the gap within Irish educational units?
4. What will be the main contribution and/or value arising from your research project? (max 100 words)
The impact of COVID-19 on training presents at any rate two key difficulties for policymakers. To start with, measures ought to be taken to guarantee that more weak understudies will have the option to compensate for the learning misfortune they encountered during the lockdown. This ought to be finished rapidly and successfully, so as to stay away from that such emergency brings about perpetual training furthermore, monetary imbalance. Second, given that there is the likelihood that instructive establishments will be unable to work completely face to face during parts of (or the entire) next scholarly year, elective strategies for conveying instructing and learning ought to be placed in place. Albeit a mixed/pivoting learning framework (with disconnected and online components) is an intriguing choice, it is critical to take note of that: 1) it requires a change in both the amount and nature of the showing limit, 2) it requires an update in the educational program, 3) more youthful youngsters may have issues in adjusting to this model particularly for the on the web adapting part, and 4) the structure of many existing school structures may not be suitable on the off chance that one needs to keep up physical removing.
Section D. Literature Review (max 2000 words)
Introduction Currently pandemic consequences greatly impact on the global economy including Ireland, which not only impact on the industrial sector but also affecting educational sectors. The impact of COVID-19 greatly affects foreign education in various countries, including Ireland, which forces the modification in the global education system. The following literature review section will illustrate the impact of COVID-19 on the education sector, in which Irish educational sector will be the major point of consideration. Furthermore, the impact of COVID-19 on Ireland will be highlighted in order to understand the current economic status of the country and its influence on its education sector. Theme 1: Impact of COVID-19 on education system Recent impact of COVID-19 As per the report of OECD, published in 2020, pandemic circumstances greatly influenced the global education sector in various ways, depending on the macro and micro economy (Schleicher, 2020). The report of OECD also highlighted the situations of students belongs to privileged background are unable to study in the foreign universities. Furthermore, searching alternative education destinations in nearby institutes remains disadvantageous for the aspirants. On the other hand, the report of OECD (2020), highlighted long-term interruption in conventional schooling as it greatly affects learning continuity and thereby impacting the learning of students. Although the report of Europe PMC published in 2019, figured out the increased practice of remote learning, several major issues are associated with it (Europe PMC, 2019). For instance, Schleicher (2020), finds out that, in case of remote learning, students have to depend on their own resources, such as, mobile, internet, laptop and other accessories. On the other hand, Barnard and Syed (2020), stated that the culture of remote learning is not suitable for underdeveloped as well as developing countries. According to Barnard and Syed (2020), the effects of the COVID 19 pandemic would hamper overall market employment rate in accordance with the impacts on the educational industry. Furthermore, as supported by the research by Fiscal studies, the diminished income opportunities of students as consequence of job losses due to COVID 19 crisis, would further elevate the crisis in the educational industry. Furthermore, the report of OECD (2020), highlighted learning loss with loss of personal skills which may have long-term negative impact on the economy of the nation, which ultimately reduce the GDP of a country up to 1.5%. According to the report of CEDEFOP, (2020), the impact on the education system not only affects the immediate crisis of a country but also negatively reinforces the youth of the nation in terms of job security and further earning. Apart from this, it is also indicated that the second wave of the pandemic would not affect human life by spreading the infection on a global scale. However, it is suspected that the global economy might exhibit worse impact due to the second wave of the pandemic. Moreover, the report of Friedman and Hurley (2020), find out higher impact in private educational institutes, as economic impact greatly affects its sources of funding. For instance, a total of 11% of average funding in private educational sectors in Chile comes from the government, which might be affected due to the pandemic situations (OECD, 2020). Apart from this, the private funding education sectors underwent high pressure in foreign universities due to tax burden. Figure 1: Government expenditure in education system (Source: OECD, 2020) Action of Government on Education The impact of post COVID 19 pandemic situation would majorly affect the educational industry with the gradual reflux as well as decreased rate of admission of foreign students in the institutions. Moreover, the constant job losses resulting in the pandemic decreasing the student’s income leading to uncertainty with educational expenses. According to the report of Deloitte, (2020), the COVID 19 crisis has majorly hampered revenue collection foreign student dependent universities and territorial institutes possibly compelling the organisations increasing fee structure as well as postponing important projects. As stated by Dhawan (2020), the governmental role could be crucial in the educational crisis scenario. Increasing fund allocation toward the government sector as well adequate subsidy plans and corrective actions with far vision and long-term strategy implementation might mitigate the crisis. Theme 2: Impact of COVID-19 on Ireland The COVID 19 pandemic has had serious effects on Ireland’s economy as all other countries of the world. According to the report of Irish Times, the Irish economy has experienced 16.5% of unemployment rate with an estimated job loss count of 50,000 by April by April 2020 (Taylor, 2020). Moreover, as per the affect trait of the viral outbreak, sectors such as hospitality, constructions, retail food industry along with the educational industry have been till presently suffering at higher rates involving greater job losses (Ahmed et al., 2020). However, as per Central Statistics Office (2020), sectors with remote operating capabilities such as professional, clerical, financial support and consulting services accounting for 42% of the country’s GDP are at lower risk. The stability of the remote working sectors could play a crucial role for the economic stability of the country. In accordance with Allinson (2020), the Government has introduced a financial support plan in the situation for elevating the financial transactions across the country with a subsidy plan of €350 per week for the employee and self-employed population. According to the report of Allinson (2020), the pandemic has primarily affected the youth employment of the country accounting higher COVID 19 affected unemployment among under 25 aged people. As illustrated by Hyland et al (2020), the widely affected economic sectors such as hospitality, retail, entertainment involving relatively lower paid part-time full-time jobs engaging the youth population, experience higher job losses and salary reductions contributing to youth unemployment. Moreover, as expressed by Wise (2013), the higher youth unemployment would affect the education industry with less expense power on education by the youth would similarly affect education loan repayment. Therefore, it can be stated, the youth unemployment amidst uncertainty in various economic sectors would inevitably affect the education industry. Theme 3: Impact of COVID-19 on Irish education system As per the requirements of pandemic situation the Irish educational industry is taking innovative initiatives to accelerate revenue generation through greater volume of student admission. According to the report of Education in Ireland published in 2020, The university and institutions are reconstructing infrastructural innovations promoting remote courses reorganising academic sessions with more flexible approach (Education In Ireland, 2020). The increasing gap of communication among educators and students as well as the deficit of practical training hampering the integrated development of the students. Moreover, decreased opportunities of arrangement of educational programs research work educational tours at pandemic situation affecting the educational levels (Gov Ireland, 2019). Furthermore, the degree of abroad studying trends surrounding the global economic crisis further impacting the educational revenue as well as implementation of foreign talent for the country’s economy. Irish education institutes have been closed since March 12 due to covid-19 pandemic. In order to mitigate the community transmission, the force closure has taken place across the globe. As per a UN News, nearly 190 countries have taken this measure for the education sector which has impacted around 1.5 billion school children (UNRIC, 2020). The responses received form schools and teachers in this regard is very diverse which refers to the fact that technology provision is very mixed in the education institutes in Ireland. Few institutes have well equipped technology infrastructure whereas others are devoid of such intensive digitalization. According to a survey result by (Burke and Dempsey, 2020), 63% of the participants believe that this forced closure of education institutes would pose a negative impact on the academic progress of young students. According to Singh, Bard and Jackson, (2014), the respondents primarily focussed on the formative and socialization aspects of schooling the long absence of which could be detrimental in case of cognitive performance of students. Students belong to economically disadvantaged backgrounds and those with special needs are worst affected by the new normal regime in the long term (UNISEF, 2020). As ponied by Rendon Schneir and Xiong (2016), around 58% schools in the country have considered broadband connectivity as part of the lockdown period home education strategy. This also includes the concern associated with access related disparities among students. Apart from challenges related to teaching and learning, students’ competing demands while staying at home is also a growing concern for many parents during this precarious time. Teachers have also started learning new digital skills to meet the necessity of the hour and become agile in the new age of digital education. 459 parents among 1200 respondents were surveyed by (Doyle, 2020; Hall et al., 2020)), in April 2020 which has indicated that on an average parent are not spending more than a couple of hours on the formal learning of their children. Moreover, parents with low educational accomplishment are less interested to use resources for home based online education. A report provided by the national broadcaster, RTÉ states that majority resources sent by the schools to students via emails or texts are described as homework. The Department of Education and Skills has provided guidelines to all the schools in Ireland to continue virtual learning to support every learner including students with special educational needs and students coming from economically disadvantaged backgrounds. Theme 4: Theories and Framework 250 As the COVID-19 Pandemic assaults the world, it is fundamental to take care of the instructive needs of youngsters and youth during the emergency. This record is proposed to help training pioneers at different degrees of instructive administration, openly and private instructive associations, in detailing versatile, intelligent, successful and fair instruction reactions to an emergency that will essentially disturb instructive open doors worldwide. Certainly, in the Irish educational sector, the COVID-19 Pandemic is above all else a matter of Public Health, and relieving its effect will rely incredibly upon the activities of researchers and drug producers in finding an immunization or different drugs to forestall or treat COVID-19 contaminations, and of discovering ways to deal with conveying such meds on a wide scale (Aldarayseh, 2020). Missing compelling drug intercessions, relieving the effect of the Pandemic will rely upon the activities of general wellbeing and government authorities in hindering the spread of disease, through measures, for example, social separation. Because of the size of the effect of the Pandemic, this isn’t simply a question of Public Health. The Pandemic, and the essential reactions to contain it, will affect social, monetary and political life. The limitations on portability made by social separation have decreased financially gracefully and request, seriously affecting organizations and occupations. This effect will be more earnestly in the weakest populaces inside nations, and in the nations with the most fragile wellbeing foundations. These impediments in the capacity to meet during an extended pandemic will probably restrict open doors for understudies in Ireland to master during the time of social removal. It is notable that time spent learning, or learning time, is one of the most solid indicators of occasion to learn. Theme 5: Empirical Study Coronavirus Practice in Primary Schools in Ireland Report Over 2,800 grade school pioneers reacted to the review given on the 25th March, by the essential instruction partners – DES, IPPN, INTO, PDST and the administration bodies. The lavishness of the subsequent information, which has been dissected by Dr Jolanta Burke and Dr Majella Dempsey of Maynooth University (MU), will give a great deal of significant learning for partners as they refine support to schools in the coming days and weeks (Collado-Boira et al., 2020). The pandemic of COVID-19 has influenced the vast majority of the instruction frameworks around the globe and changed the manner in which schools direct their day by day exercises. Therefore, the learning exercises changed to an online method of conveyance. This examination investigates the effect of Corona-infection pandemic on methods of encouraging science in UAE schools. The subjective strategy was directed with an example size of 62 science educators. Polls were sent through an online platform. The study found that COVID-19 pandemic requires an alternate kind of training and abilities in encouraging science so as to improve the utilization of accessible assets and learning advances. It additionally thought of a rundown of computerized apparatuses and applications that may help uphold showing science, for example: LMS “Savvy Learning Gate”, Microsoft Teams, PhET Interactive Simulations (IAU, 2020). The outcome likewise demonstrated that the principle challenges for science educators during the COVID-19 was the nonappearance of active exercises, leading examinations in wet labs, cultivating association in the online classroom, and dealing with understudies’ conduct (Chiemeke and Mike Imafidor, 2020). The aftereffects of this examination found that the greater part of the science educators favoured instructing through the conventional study hall. Following the need to change to a mixed study hall, they presently lean toward it to the customary classroom. As indicated by these discoveries, it is suggested that MoE furnish science educators with explicit preparation on utilizing ICT in instructing science (United Nations, 2020).
1. Describe and provide a rationale for your chosen research sample, sampling units and sampling technique. Comment on the feasibility of accessing and gathering data from this sample.
The primary population of my research will be 50 parents of schoolchildren and 5 teachers from 5 different schools which will help me to assess the impact of pandemic both on the students and the teachers. I will conduct an online survey of the guardians to understand the issues they are facing due to the ongoing pandemic and the difference they have found in the behaviour of their children during this forced confinement state. The average age of the survey population will be between 35-50 as they are the parents of young schoolchildren. The middle age parents will be asked questions related to their past experience of pandemic (if any), current pandemic experience, difference found in the behaviour and responses of their children and how they are evaluating the current form of teaching practices by educational institutes of Ireland. Apart from the survey, I will interview 5 teachers form five different schools of Dublin which will help me to gain an insight of the current approach of teaching practiced by those institutions for now. For the survey, I will follow non-probability sampling technique as the sample will be selected in a random way. On the other hand, for the interview I will consider probability sampling technique as a couple of my childhood friends are in the teaching profession therefore I can easily ask them for further references. The obtained data will be analysed critically to evaluate the impact of the current precarious condition caused by Covid-19 on the education sector of Ireland. Apart from the interview transcripts, archived documents will also be reviewed critically to depict the pandemic impact on education. This will help to draw a comparative analysis between the past and present scenario in the similar context.
2. Describe & provide a rationale for your chosen research approach and strategy (max 200 words)
The research will be an exploratory study as it will generate insights about the impact of a pandemic on the education sector with special emphasis on the current pandemic condition. Although in exploratory research the collected data are typically non-qualitative in nature however for the current research I will rely on both quantitative and qualitative data. The data will be collected from both primary and secondary sources for the study. The research will be carried out following an abductive approach and I will refer to previous academic papers to identify the challenges faced by education institutes during any previous pandemic condition so that later with the help of survey and interview data I can compare the present situation with that of the past. This will help me to figure out the kind of evolution education system has undergone with the passage of time and what sort of advancement it needs to become resilient during any precarious time in future. The research will be conducted within a stipulated time period therefore the time horizon of this research will be cross-sectional in nature. The research philosophy is phenomenology in this case as the study will be thoroughly based on the perspective of those people who are experiencing the impact of the pandemic precisely in the education sector.
3. Describe the key Variables in your research (max 500 words)
The three key variables which I will be measuring in my research are: Impact on teaching approaches Impact on learning approaches Impact on the cognitive behaviour of students Impact on teaching approaches: This is one of the measurable variables which will be analysed in the research. As far as the existing infrastructure of majority education institutes in Ireland is concerned any condition followed by forced closure can directly impact the traditional teaching approach followed by those institutes. In other words, the recent pandemic shows education institutes require a major technological adaptation to cope up with any similar condition in future. A transformation from whiteboard to smart class will not be easy though both in terms of finance and digital skills of teachers. Infrastructural reformation, digital adaptation and enhancement of technological skill require decent financing from the administrative end. Overall the impact can be measured in three dimensions Impact on learning approaches: Another measurable variable is impact on learning approaches which is the key focus of this study. In context of the recent pandemic, the education sector across the globe have witnessed a forced closure. School going children are abruptly affected due to this forced confinement as for a long period of time they are devoid of any kind social mixing specially playing with peers and verbal interaction with classmates. These are the major parts of their regular lifestyle at this age and the pandemic has seemingly snatched these liberties from their life. Now considering the new approach to learning, many pupils could not afford the smart devices to conduct regular online classes. If financial constraint is a barrier for few then another challenge is posed by nature to them who are physically disabled. Therefore, challenges faced by students in terms of learning can be discussed under the following dimension: Impact on the cognitive behaviour of students Schools in Ireland have been closed since the middle of March and this imposed school closure affects the young school children psychologically to a great extent. Majority students are now consulting both text books and digital books together. There is a huge difference in the ambience of home education in comparison to the traditional classroom ambience. The prolonged physical absence of teachers and peers during school hours is leading to certain behavioral changes among pupils which includes irritation, numbness and so on. These negative behaviours also impact their performance and cognitive skills. For example- it becomes easier to do mathematics using a digital calculator in absence of any supervision which in turn reduces the cognitive skills of students. Also, the absence of socialisation aspect of schooling is another factor influencing the behavioural change among these populations especially for students with special educational needs. Thus, these aspects can be discussed considering the below aspects:
4. Describe in detail the tools, techniques and/or procedures you will use for collecting your data including any materials (e.g. copy of questionnaire, interview protocol) as appendix (max 500 words)
My process for evaluation of the level of influence in terms of impacts will include using questionnaire-based research. The questionnaire will have 5 sections. Section A includes the demographic questions which will help us to identify the type of respondents chosen for the survey. Responses include binary forced choice questions and multiple forced choice questions. I have included Section B with binary forced choice questions and multiple forced choice questions to determine the impact on the learning process and the experience parents are having in these regards. Section C includes a table of possible impacts on cognitive behavior of students in a 5-point Likert scale. Section D includes a table of possible challenges associated with new e-learning regimes by institutes in a 5-point Likert scale. Section E includes open ended interview questions for teachers to determine the impact the pandemic has posed to the traditional teaching approach practiced in the educational institutes of Ireland.
5. What approach will you take to analysing your data? For complex analytical protocols you may consider submitting supplementary information as an appendix. (max 250 words)
Responses from my participants using questionnaires will be analysed and interpreted visually by developing graphs and charts using tools like Microsoft excel. The result from Likert scale will give us the realization and influence of each aspects getting impacted based on the key variables on my research.
Section F. Ethical Considerations
1a. Does your project involve working with or gathering human data?
1b. If yes to the above, please describe the characteristics of your sample indicating whether they belong to a vulnerable group in society or not (e.g. children <18, older adults 65+, patients, criminals etc).
I will post an ad with a reasonable feature so the safety measure about COVID-19 pandemic circumstance in Ireland. In that post I will state about the motivation behind the examination, including the need of directing the meeting cycle to think about the perspectives and assessments of the 50 guardians and 5 teachers. I will keep the substance of short and exact. I will give my email address beneath with the goal that the intrigued members can mail me back. In the wake of getting their mail, I will choose 55 members based on the incorporation and avoidance measures. I will send them the data and agree sheet to procure their marks and following accepting the sheets back, I will pick 5 teachers for the interview and 50 guardians for survey questions. Accordingly, there is no weak gathering of individuals in the general public. Every single individual is valid in this way and has no criminal foundation.
2. Describe the steps you will take to obtain voluntary informed consent from your participants prior to gathering any data (information sheet & consent form must be included in appendices).
Before the social event of information, I will send the data and agree sheet to each member by means of email because of these pandemic circumstances and make them mindful about the meeting cycle and the security of the information. In the data sheet I will likewise state the significance of the ebb and flow research and the tremendous assistance I will willingly get past their cooperation. the members who show an unconstrained reaction towards the interview cycle, the process will be led with them. In that email I will request that they give their mark beneath the data and the agreement sheet and to send me back the sheets in that mail chain. The mark will give affirmation that they have partaken in the meeting cycle with their full information. After the assortment of the data and assent sheet I will begin the meeting cycle.
3. What steps will you take to ensure anonymity and/or confidentiality for your participants throughout the research process?
I will store the gathered information remembering chronicles for distributed storage in a scrambled structure and will ensure it with a solid secret phrase. I won’t impart the secret word to anybody for reasons of information break. Cloud or Distributed storage gives affirmation about information recuperation whenever lost. I will likewise not share any close to personal subtleties of the participants with anybody else, without taking their consent. I will receive sound practices to guard the members’ information secure and. After the fruition of my examinations, I will erase the information. I will likewise keep the confirmation about the equivalent on the off chance that any issue emerges. I won’t be tolerating the individual information regardless of whether the members are happy to share it. Thus, I will keep the lawful standards expressed in the Data Protection Act of Ireland, 2018. I will get a thought regarding the restricted regions of adaptability that are allowed inside the General Data Protection Regulation. Following the standards of the Data Protection Act, will make it additionally persuasive that I am well-learned about the guidelines imperative to guarantee the insurance of information.
4. Do participants face any risks or benefits by taking part in this research project? What steps have you undertaken to assess and minimise risks?
First and foremostly, I will follow the rules given by the Dublin Business School regarding information assurance and security. I will demand my educator to give me the admittance to see the rules appropriately. Subsequent to getting the authorization, I will have the option to accumulate information about the significant advances expected to guarantee the satisfaction of information insurance goals in a legitimate manner. Because of the continuous pandemic circumstance that has ascended because of COVID-19 makes it difficult to lead a vis-à-vis meet as it is situated to the wellbeing issues of each member. For this, I will lead an online meeting and will permit the members to participate in the meeting cycle from their homes. They won’t need to venture out for partaking in the information assortment measure. Leading the meeting on the web won’t offer any conversation starter about the wellbeing of the members. I will get some information about the hour of the meeting and the medium where they are agreeable. It tends to be either a video meeting or a telephonic discussion. Be that as it may, optional information assortment can likewise be effectively led at home with the assistance of the web. It is effectively accessible in my home and I can look for the e-news stories and e-business diaries easily at home. This affirms my own security in the midst of the spread of COVID-19.
5. Please declare any conflict(s) of interest that could affect, or be perceived to affect, the integrity of your research. Where relevant please outline any steps that will be taken to ensure integrity and transparency
There are no irreconcilable circumstances that may affect any phase of the momentum research venture. Consequently, the Key bits of information that are commonly taken care of by associations, be that laborer records, customer nuances, steady plans, trades, or data collection, ought to be guaranteed. This is to hinder that data being mishandled by pariahs for deception, for instance, phishing stunts, and misrepresentation. No, my exploration venture does exclude any non-divulgence concurrences with an association or substance. I will be approaching the participants who are easily accessible for an interview. Moreover, the process is not against the rules and regulation of the university. So thereby, I declare that there is no conflict of interest with the participant as there is no pressurization to take part in the survey questionnaire process.
Section G. Feasibility
1. Does your project involve gathering data from people other than the general public (i.e. companies, private databases etc)? If yes, please explain the steps you have taken to ensure access to the data. Please include as an appendix a letter from any relevant company/person indicating that they have granted you access to the required data
The momentum research task will assemble information from 50 guardians and 5 teachers. This venture doesn’t include any overall population with the end goal of information gathering. So as to explore admittance to the information, I will be making the accompanying strides: Creation of commercial on my Facebook profile to get the consideration of the educators and gatekeepers. Online expert conversation gatherings and LinkedIn page of Schools. also, ultimately, Google mail to get the reactions of the members. My correspondence and listening aptitudes should have been created to collect information for the venture. I will work on addressing at home and will experience online recordings prior to leading the genuine meeting. I additionally need to improve my degree of exactness while gathering optional information. So as to get the precision level, I will get familiar with the approaches to dispose of the pointless assets while gathering information.
Section H. References
Acharya, S. (2020) “The COVID-19 Pandemic: Theories to Therapies,” Advances in Infectious Diseases, 10(03), pp. 16–28. doi: 10.4236/aid.2020.103003.
Ahmed, M. et al. (2020) “Fear and Practice Modifications among Dentists to Combat Novel Coronavirus Disease (COVID-19) Outbreak”, International Journal of Environmental Research and Public Health, 17(8), p. 2821. doi: 10.3390/ijerph17082821.
Aldarayseh, A. (2020) “The Impact of COVID-19 Pandemic on Modes of Teaching Science in UAE Schools,” Journal of Education and Practice, 11(20). doi: 10.7176/jep/11-20-13.
Allinson, Y. (2020) The Impact of COVID-19 on Economic Growth in Ireland | IBISWorld Industry Insider, www.ibisworld.com. Available at: https://www.ibisworld.com/industry-insider/coronavirus-insights/the-impact-of-covid-19-on-economic-growth-in-ireland/ (Accessed: October 28, 2020).
Almaiah, M. A., Al-Khasawneh, A. and Althunibat, A. (2020) “Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic,” Education and Information Technologies. doi: 10.1007/s10639-020-10219-y.
Barnard, A. and Syed, M. (2020) The Impact of Covid-19 on Education A summary of evidence on the early impacts of lockdown. Available at: https://www.edge.co.uk/sites/default/files/documents/covid-19_report_final_-_web.pdf (Accessed: August 13, 2020).
Brown, L. L. (2020) “The immediate global impact of COVID-19 on higher education institutions and workforce developmen,” Pharmacy Education, pp. 1–2. doi: 10.46542/pe.2020.202.12.
Burke, J. and Dempsey, M. (2020) Into.ie. Available at: https://www.into.ie/app/uploads/2020/04/Covid-19-Practice-in-Primary-Schools-Report-1.pdf (Accessed: 28 October 2020).
CEDEFOP (2020) EU countries respond to the effect of coronavirus on their education systems, Cedefop. Available at: https://www.cedefop.europa.eu/en/news-and-press/news/eu-countries-respond-effect-coronavirus-their-education-systems (Accessed: October 28, 2020).
Central Statistics Office (2020) Employment and Life Effects of COVID-19 – CSO – Central Statistics Office, www.cso.ie. Available at: https://www.cso.ie/en/releasesandpublications/er/elec19/employmentandlifeeffectsofcovid-19/.
Chiemeke, S. and Mike Imafidor, O. (2020) “Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19,” International Journal of Computer Science and Information Technology, 12(3), pp. 33–46. doi: 10.5121/ijcsit.2020.12303.
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Appendix A – Information Form
INFORMATION SHEET FOR Participants
Research project title:
Student Researcher: (Name plus email address)
Research Supervisor: (Title Name plus email address)
About the Project
Introduction: I am a masters student at Dublin Business School and I am carrying out my thesis project under the direct supervision of ______ on the subject of _Impact of COVID 19 on educational sector of Ireland________
Aims: The aim of the research is to identify the influence of COVID 19 on Irish educational sector. Extension of the aim also confines the preparation of the strategies for the online education in terms of fulfilling the identified gaps of the same.
Request/Invitation: I would like to invite you to take part in a (e.g. survey, recorded interview, focus group, questionnaire, experiment, test etc.)
What would be required? As a participant in the study youwould be required to (e.g. answer questions about, share your experiences/feelings of, carry out a task etc.)
For questionnaires/experiments/tests: The data you provide as part of this questionnaire/experiment will be fully anonymous. I will not gather any direct personally identifying information about you or anyone close to you. You will be asked to provide optional demographic information of a broad nature about yourself. Your data will be collated into a larger dataset and analyzed at the group rather than the individual level. Your data will only be used for academic purposes and will not be shared with anyone for commercial purposes.
For Interviews/Focus Groups: Interviews/Focus groups will be recorded for the sole purpose of facilitating later transcription of the data. Precise transcripts are important in research to ensure that data is recorded accurately, to allow the interviewer to be more present in the conversation and, importantly, to support greater accountability and scientific integrity. During the transcription phase your data will undergo de-identification involving the removal of all personally identifying information thereby rendering them anonymous for retention. The original recordings will be digitized and kept under password protection. Upon graduation all recordings will be permanently deleted. Your data will be used strictly for academic purposes and will not be shared with used or shared with anyone for commercial purposes. The researcher will adhere to strict ethical guidelines and principles and will not anecdotally share any personally identifying information about you with anyone. For focus group only The researcher will emphasise the importance of confidentiality and respect for privacy and encourage all participants in the focus group to adhere to the same principles.
What are the risks and benefits of taking part in this study?
In addition to providing much appreciated assistance to the student researcher, the main benefit of taking part in this study will be your contribution to academic research, which aims to expand knowledge and generate new insights. There will be no risks posed to you as a participant in this study, either physical or psychological, beyond that which is normally expected of day-to-day activities.
If you are interested in taking part…
If you are interested in taking part please review the information provided in the consent form and if you are happy to proceed with the study then please indicate your willingness to take part by ticking the appropriate box / signing your name where appropriate.
You are under no obligation to take part in this study or to provide a reason if you decide not to take part. You may choose not to take part without fear of penalty. If you agree to take part you have the right to cease participation and withdraw your data at any time for any reason without fear of penalty. The data will not be used by any member of the project team for commercial purposes.
Appendix B – Consent Form
I________________________________ voluntarily agree to take part in this research study.
I understand that I am not obliged to take part in this study and that my participation in the study is entirely voluntary.
I understand that I am free to withdraw from the study at any time or refuse to answer any question without the need to provide reason and without fear of negative consequences.
Specific to Anonymous Questionnaire I understand that my responses will be anonymous
Specific to Anonymous Questionnaire I understand that in the case of completing an anonymous questionnaire, it will not be possible to subsequently withdraw my data due to the fact that there will be no personally identifying information attached to my responses.
Specific to Interview I understand that digital recordings will be stored under password protection for some time until the approval of their dissertation by the examination board, at which point recordings will be permanently deleted.
Specific to Interview I understand that my data will undergo de-identification during transcription and will be rendered anonymous for retention and for the purpose of subsequent publications.
Specific to Interview I understand that I can withdraw permission to use data from my interview within two weeks after the interview, in which case the material will be deleted.
Specific to Focus Groups I understand that, although the interviewer will explain the importance of confidentiality and request it, it is impossible to ensure that all participants in a focus group adhere to ethical principles around confidentiality
I understand that I will not benefit directly from participating in this research.
I understand that I am free to contact any of the people involved in the research to seek further clarification and information.
I understand that signed consent forms will be retained for some time until the exam board confirms the results of their dissertation.
I confirm that I have had the purpose and nature of the study explained to me in writing and I have had the opportunity to ask questions about the study with satisfactory answers provided.
I confirm that I have read and fully understood the information provided and statements above.
Name & Signature of research participant Date
Name & Signature of researcher Date
Appendix C – Questionnaire or Interview Protocol (or other supplementary material)
Section A: Demographics
What is your age?
Where do you reside?
Section B: Binary or multi-forced questions
Did you come across any sort of change in the procedure of learning post COVID? Yes No
Impact amongst the children in garnering knowledges has been oriented towards informal circumstances
Section C: Likert scale
COVID 19 has impacted the cognitive behaviour of the students at a massive level
Section D: Likert scale
What kind of challenges faced by the students in the e-learning situation?
Lack of adaptability
Section E: Interview
What strategic changes have you enforced in the instructional practices post COVID 19?
What sort of changes have you witnessed amongst the students post the pandemic?
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