There is a trend in Irish universities to utilise the benefits of the e-learning as a mechanism to improve learning performance of campus-based students. Whilst traditional methods, such as face-to-face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students' perceptions of e-learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students' learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium.

Wound management within the explored geographical area is an important clinical intervention. This study identified areas of practice that need to be addressed, primarily those related to the topical management of the wound and use of offloading. The data has been used to inform practice, education, and further research in this important clinical specialty.

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This article undertakes a critical appraisal of learning design and its relation to ethical ideas of care. We give an account of three personae of near future learning designers, developed using speculative methods, seeded with real-world data comprising job advertisements and validated with learning designers. The personae illustrate conflicts about the role of learning designers within the teaching and research missions of the academy and issues of care or lack thereof for these workers. The disembodied skills of learning designer job advertisements are contrasted with the bodies of (more than) real people that can suffer and care. We finish by contributing elements of a speculative job advertisement for a learning designer, who will help shape educational spaces of the near future by entangled care and unencumbered attentiveness.

Educational technology as a broad and applied interdisciplinary research field faces challenges in achieving consensus on what constitutes good quality research. As the field is embedded in many other disciplines, considering what evidence matters and the optimal methodologies to conduct inquiry is continually evolving and maturing. Inhabiting a boundary between education, and computer science, and viewed through numerous theoretical lenses ranging from disciplines of sociology, politics, psychology, the learning systems, curriculum development, digital humanities, and beyond, the number of approaches contributing to the field is vast. The validity, trustworthiness and integrity of over two decades of research in this domain is continually questioned. Furthermore, as technology itself also changes, there are differing opinions on how best to explore and understand the role it plays in education.  How we define, research and evaluate our evidence is central to our understanding of how we learn and how this is enhanced with and through technology in various ways. Whilst scholars continue to critique and debate the veracity of findings, educational technology journals play an important role in allowing us to collectively peer review, and publish the best quality research studies. Changes in the open access publishing world and in the open science movement have the potential to address some of shortfalls in how our understandings are evaluated, critiqued and judged in this domain.