RESEARCH PROPOSAL SUBMISSION COVER SHEET (MSC APPLIED E-

LEARNING)
This sheet should e !o"#leted $%d si&%ed $%d should $!!o"#$%' 'ou( (ese$(!h
#(o#os$l su"issio% )o( the Rese$(!h Methods "odule*
Module Title+ Research Methods
ECTS !(edits+ 10 ECTS
P$(ti!i#$%t %$"e+ E,$ -il$(- M$&d.i$(.
P$(ti!i#$%t Stude%t Nu"e(+ D/0/10233
P(o&($""e o) Stud'+ MS! A##lied eLe$(%i%&
D$te o) Rese$(!h P(o#os$l Su"issio%+ 14567516/4
Module Tuto( N$"e(s)+ Cl$i(e M!A,i%i$8 Cl$i(e M!Do%%el
For reference, the programme learning outcomes are provided below.
Programme Learning Outcomes
On successful completion of this programme, graduates will be able to:
Knowledge
1. Demonstrate a thorough understanding of the theory of, and best practice in,
eLearning in a range of educational contexts
!. Demonstrate an awareness and understanding of current eLearning
technologies and the challenges and opportunities associated with each.
Know-how and Skill
1. "dentify instances and conditions where eLearning would be appropriate and
evaluate its potential, and use, within different contexts
!. #pply a thorough grounding in the theory and practice of eLearning in a
range of contexts
$. %reate and evaluate strategies for the effective use of eLearning in a range
of &igher 'ducation learning environments
(. %onduct critically focused literature reviews relevant to the use of eLearning
within their selected discipline area
). Design a constructively aligned module integrating the appropriate use of
1
eLearning technologies
*. Design specific eLearning applications+resources and evaluate them to
determine their value according to specified criteria
,. -ustain from the research evidence obtained from the underta.ing of an
eLearning pro/ect, a reasoned argument and draw consistent and coherent
conclusions
0. 1eflect self2critically on the process and outcomes of a development and
eLearning implementation pro/ect.
Co"#ete%!e
1. 3anage the design, development, implementation and evaluation of a
number of appropriate eLearning resources
!. 'ngage in research to evaluate the effective use of eLearning resources
within a &igher 'ducation environment.
Submission Checklist and Declaration
To ensure that the focus of the assessment of your assignment will be on the development of
the higher order skills and competences associated with a level !ualification" please
complete the checklist and declaration below# The checklist specifies the mechanical and
lower order concerns that need to have been met before you can submit your work#
$ declare that the assignment $ am submitting%
&as been proofread thoroughly for typographical errors#
Meets the word count specification#
'ollows the recommended structure and format#
Contains citations and references that have been formatted according
to the guidelines provided#
" understand that my wor. can be returned uncorrected if the
criteria above have not been fulfilled.
4es + 5o
4es + 5o 2 !,*60
4es + 5o
4es + 5o
4es + 5o
Signature(
Eva )ilar
*ate(
+,-0.-+01,
What is students' involvement in BOD!Web "#$ enhanced %nglish
classes&
+
'# (ntroduction
"n recent years we are facing the ongoing change in the field of education. 7he
change is connected with the technological enhancements and it is driven by new
trends in the field of "nformation 7echnology. "t is needless to say that our reality is
shaped by the world around us, the world which is changing rapidly and irreversibly.
One of the most obvious and visible changes that has influenced our lives is
connected with using mobile devices in everyday life. 3ore and more institutions use
personal devices for wor. related tas.s. 7his trend is called 8ring 4our Own Device
984OD: and has as many advantages as disadvantages, as many supporters as
opponents, especially in education. 84OD was mentioned by the ;artner ;roup
9!<1!: with the reference to businesses, but it =uic.ly moved to education, where it
found its place bac.ed up by the &ori>on 1eport 9?ohnson et al., !<1!:.
One of 84OD@s biggest advantage is the cost effectiveness, as the maintenance of
all devices is shifted to students or employees, not organisations. Furthermore, users
do not need specific training, they feel confident in using their own phones+tablets
and can access any information at any time or place 95ielsen, !<11:. "t can foster
collaboration 9with building Aersonal Learning -paces, eAortfolios etc.:, creativity
and production. Bhat needs to be mentioned is that the introduction of 84OD must
be supported by a good and stable Bi2Fi connection with all the possible firewalls,
right policies for the users and it needs good planning, especially when introducing it
in education 9&oc.ly, !<1!:. 7he advantages outweigh the disadvantages and with
proper preparation 84OD 9 sometimes referred to as 84O7, 84O: can serve as a
good educational tool.
"# Conte)t and rationale *or research
"n the field of teaching 'nglish as a -econd+Foreign Language 9 '-L+'FL: the main
method of teaching is the communicative one based on social interactions and
functional language. "t puts the emphasis on the production of the language and
allows the students to produce utterances freely. 'ach student, whenever learning
any modern language, can refer to the %ommon 'uropean Framewor. of
1eferences for Languages 9%'F1L: and can chec. their level of fluency. 7he
/
document published by the 'uropean %ommission provides not only the reference to
the levels but also mentions methods of teaching and assessment 9%ouncil of
'urope, !<11:. %'F1L can be interpreted in various ways and the methods of
teaching can involve both the traditional ones and the more sophisticated ones i.e.
using technology in the classroom. 7hus, there has been the trend to move away
from the traditional pen and paper classes and to introduce students of 'nglish to
"%7 and teach them through technology 9&oc.ly, !<1<:. 3any teachers of 'nglish
started to introduce more and more of "%7 in their classes, but with an impact on
%#LL, 9 %omputer #ssisted Language Learning : allowing teachers to use DCDs,
sharing files etc. in the classroom. 8ut soon %#LL was substituted with 7'LL i.e.
7echnology 'nhanced Language Learning, which brought teaching 'nglish to a
higher level. 7eachers started using pro/ectors, "nteractive Bhiteboards,
camcorders, CL3+CL' and the "nternet. Bith the advent of Beb !.< tools and
mobile devices there has been a natural shift to 8ring 4our Own Device trend and
mobile technologies. -ince the trend has /ust emerged recently and the mobile
devices with the access to Bi2Fi have /ust started to be affordable for masses, the
research in the field is limited.
7herefore " would li.e to research the area of using 84OD+web !.< tools in '-L as a
way of motivating my students. -tudents who come over to "reland to study 'nglish
from overseas are adults and they underta.e 'nglish courses from different reasons.
7hey have the same aim, to study 'nglish, but different bac.grounds and
experience. 7heir motivation levels also drop while in "reland and during the course
of study 9 as the ma/ority wants to /oin the college, find a /ob and start wor.ing:. "
would li.e to assess if using mobile devices might boost their need to study and help
them reach their goals i.e. language fluency.
#ll of them have different digital literacies, which can help them build on their
language competences 9&oc.ly, !<1<:. Dudeney et al. divided the ma/or literacies
into four groups i.e. @language, information, connections and 9re2:design literacies@
9 Dudeney at al. !<1$, p. ):. #ll of them are useful when preparing students not only
in the field of learning languages but also in e=uipping them with the necessary tools
used in modern societies.
,
+# ,im o* the research and research ob-ectives
7he main aim of the research is to assess students@ involvement in 84OD+ web !.<
enhanced '-L+'FL classes at my institution. 3y research =uestion would be as
follows:
Bhat is students@ involvement in 84OD+Beb !.< enhanced 'nglish classesD
7he sub =uestions " would li.e to as.:
1. &ow students perceive using new technologies in the class as opposed to
traditional communicative method.
!. Bhich exercises are suitable for '-OL students and how they correspond to
improving their language s.ills.
$. #re students more motivated by using their own devices in the classroom and
outside of it.
#t this moment in my language school we do follow a syllabus, mapped to %'F1L,
but based only on a traditional communicative approach with the use of course
boo.s. -tudents attend their '-L+'FL classes from 3onday to Friday and every
wee. are assessed on their progress. 7he tests focus mainly on grammar and
vocabulary and some s.ills at times.
7he reference to the levels plays an important role in students@ development and
personal aims. "nitially, they are tested upon arriving at the college and placed in
groups 9 ranging from 'lementary to #dvanced:. Be do have mainly international
students in the classes and their attendance is poor, not to mention their attitudes
and motivation. 7hus there is a need for a change in the approach+methods of
teaching to accommodate the multicultural students who come with higher and
higher expectations.
7he research would deal with changes made to the syllabus of one specific group
9i.e. "ntermediate: and developing lesson plans based on the communicative
approach but with "%7 enhancement.
0
Outcomes of the research:
#ssess current syllabus for "ntermediate students.
Design an "ntermediate syllabus with 84OD+Beb !.< enhanced exercises.
7est the effectiveness of the syllabus.
'valuate students@ involvement in the classes.
%reate a blog for self reflection of the researcher and the participants
9embedded into 'dmodo.
Design lesson plans to accompany the syllabus for "ntermediate students 2
#ppendix 1.
Aroduce 84OD+web !.< exercises for "ntermediate level of '-OL students
9 mapped to the %'F1L and internal syllabus : 2 #ppendix 1.
%ompare the final outcome of the pro/ect with the initial assumptions.
.# Literature review
&aving analy>ed various literary references " have divided my sources into seminal
and secondary ones. Bithin my seminal sources " have many references to the ways
the language is taught 9 &armer, !<<,: and how the methods can change to using
"%7 in 'L7 9&oc.ly, !<1<:. 7he seminal sources also give me an insight into my
focus group i.e. "ntermediate 'nglish -tudents 9%'F1L, !<11:. #part from language
training, one of the sources that bridge "%7 and training is ;illy -almon whose wor.s
shed the light on the ways of introducing technology to education by the introduction
of e2tivities 9 -almon, !<<,:.
#nother great source, which has /ust been published recently, deals with digital
literacies as well as the research in the field. 7he authors suggest how to enhance
the syllabi for '-L+'FL with technology and provide the readers with some ready2
made activities which can be adapted and reused in 'nglish classes. Dudeney at al.
states that the first @step for teachers is to recognise new literacies, the second is to
.
integrate them into everyday lessons@ 9 !<1$, p.(!:. 7o start the integration process
7A#%E 9teacher@s 7echnological, Aedagogical, %ontent Enowledge: framewor. can
be used 93ishra, Eoehler, !<<*:. "t allows teachers to enhance the ways they teach
with technology. 1obert Auentendura puts forth different ways to start teaching with
technology and proposes a -#31 model 9Auentendura,!<1(:. &e believes that the
changes should start with the 'nhancement 9-ubstitution and #ugmentation: moving
to 7ransformation 93odification and 1edefinition:. 8oth models are worth
investigating and using when enhancing a syllabus.
-ince 84OD is a recent phenomenon, there has not been a lot of research done in
this field. Once of the pro/ects carried out in -audi #rabia serves as a comparative
study for me 9#l2O.aily, !<1$:. 7he research is limited to one nationality and sex of
the students but deals with the use of mobile devices in the classroom 9in higher
education:. #part from that research, there has been a lot said about the security,
policies when introducing 84OD. 3ore and more conferences deal with 84OD and
mlearning and provide me with some more information on the research being carried
out at the moment.
/# 0esearch Design
a. 7heoretical Aerspective
7he research paradigm consists of ontology, epistemology and methodology. #s
3ac. states ontology studies Fwhat we mean when we say something existsF while
epistemology Fstudies what we mean when we say we .now somethingF
93ac.,!<1<:. -ince " interpret the surrounding reality as multiple, with different
people shaping it, " will base my research on constructivism 9also referred to as
interpretivist, anti2positivist paradigm:. 3y epistemology will be based on
interpretation of the reality, it will be also sub/ective, interactive and analytical.
b. 3ethodology
7he research " am aiming at would be a case study, setting me on a /ourney to see.
deeper understanding of my students@ involvement in the classes. %ousin suggests
a division two three .inds of case studies i.e. intrinsic, instrumental and collective
1
9 %ousin, !<<):. &aving analysed the differences between them " believe that the
instrumental case study, focusing on a specific instance would be the most
appropriate for my research.
c. 3ethods
7he case study F can be researched through a range of research methods, both
=uantitative and =ualitativeF9 %ousin, !<<), p. ($(: and therefore in my research the
mixed methods will be employed. 7o ensure validity and reliability, the triangulation
of methods will be used to gather information. Guestionnaires will be used to get the
data about the participants as well as the experience of studying 'nglish, the use of
mobile devices and literacies 9online =uestionnaires 2-urvey 3on.ey:. 7he
=uestionnaires will contain open =uestions as well as Li.ert scale and forced choice
format type =uestions. Following the =uestionnaires, focus group meetings will be
scheduled. Focus groups will consists of maximum of 0 volunteers from the group of
1) students. 7here is an intention to meet the group three times i.e. at the
beginning, in the middle and at the end of the pro/ect. "t must be mentioned here,
that the focus group will consist of non 'H students and who might have been
already exposed to learning and teaching in a traditional way in "reland. "t might also
happen that the focus group will consist of different students each time we meet, as
in my organisation there is rolling enrolment, but still the students will be of the same
level of 'nglish. 7he study is to measure students@ experience and involvement so
the changes in the group will not affect the final results. For three meetings with the
students my colleague will /oin me, serving the role of a facilitator. " will be the
observer, not to impact the results of the study. Once the pro/ect finishes, the
meetings with my focus groups will be transcribed and analysed. %oncurrently with
the pro/ect, " will start my wee.ly reflections on the research. 3oreover, the students
will be as.ed to .eep diaries which will serve as eAortfolios and provide me with
deeper understanding of the students@ experience.
d. 7echnology employed
7hroughout the research students will be using their own mobile devices. 7here will
be one session devoted to using mobile devices in the classroom and students will
2
be informed about the policies and regulations. 7he main responsibility for the
devices will be put onto the students who will carry out also all the device
maintenance re=uired.
#s an artefact, there will be 84OD lesson plans produced and mapped to the
syllabus 9based on %'F1L:. #ll lesson plans will have the references to the tas.s
and step by step instructions on how to implement 84OD in the classroom
9#ppendix 1:. 7as.s will focus on all language s.ills and competences and will
include Device25eutral #ssignments 9D5#:, collaborative exercises.
1# %thical Considerations
#s &ammersley and 7raianou state, there are five main ethical principles on which
our research should be based. 7hey are as follows: Fminimise harm, respect
autonomy, protect privacy, offer reciprocity, treat people e=uitablyF 9&ammersley,
7raianou, !<1!, p.!:. 8efore even starting my research " would li.e to address any
issues regarding ethics. 7he group of students " will be wor.ing consists of people of
different nationalities, ages and bac.ground which can become an ethical issue.
First of all, my students will ta.e part in the pro/ect after signing consent forms and
they will be informed about the ob/ectives and aims of the pro/ect prior to its
commencement. 7he consent forms, as well as =uestionnaires they receive, will be
translated to their languages 9as my students are multilingual:. 3oreover, initial
=uestionnaires for students 9for gathering data: will be anonymous and all data will
not be made public. 7he =uestionnaires will be done online and the data collected
will be stored electronically with two people with the access i.e. myself and my
employer. Finally, students will ta.e part in focus group meetings which will be audio
recorded and transcribed afterwards. #gain students will volunteer for the meetings
and sign the consent forms before the beginning of the sessions.
2# Delimitations and the outline o* the research 3lan
7he main delimitation of the pro/ect will be place of the research. Bhat " mean by the
place is the physical constrain of the classroom, specifically an 'nglish %lassroom in
a multinational language school in "reland. " will be researching only adults, with

different digital literacy levels as well as different bac.grounds. Furthermore, the

study will /ust focus on "ntermediate students of 'nglish 9 81 %'F1L scale:, but can
be expanded to all levels from #1 to %!. 7hey study from the course boo. published
by 3ac3illan i.e. ;lobal which sets also some limits to the study before even
embar.ing on it.
7imescale
-ince " have received the official approval from my employer+ director of my
institution " will start the pro/ect in ?uly+#ugust. #t that time students will be provided
with online =uestionnaires. 7he =uestionnaires will focus on their experience with
language learning, digital literacy and the use of mobile devices. #fter the analysis of
the =uestionnaires, in the second half of -eptember the pro/ect will be launched.
Hpon the beginning of the research, there will be a meeting with the students and all
possible information about piloting the course will be passed on to them. "n mid
5ovember there will be a meeting with my focus group, the meeting will be recorded
and the audio scripts will be transcribed. 7he final meeting will ta.e place in
December, after the cycle of twelve wee.s. 7he analysis of the collected data will
start in December !<1( and ?anuary !<1).
4# Summar5
7o sum up, my research will deal with adult 'nglish learners studying in an "rish
language school. " will be assessing students@ engagement in the classes with the
enhancement of the lessons with 84OD+web !.< activities. "n order to maintain
reliability and validity of my research " will employ triangulation. " will be using
=uantitative 9a =uestionnaire: and =ualitative 9 focus group: methods. #t the same
time together with the participants " will be .eeping an online diary and write down
wee.ly reflections on the pro/ect. 7he anticipated date of commencement of the
pro/ect will be -eptember !<1( and the finishing date will be December !<1(. #ll the
participants will be as.ed to /oin voluntarily the focus groups and will sign the
consent forms. Once the process is finished the analysis will start at the beginning of
year !<1).
10
1eferences:
#l2O.aily, 1. 9!<1$:. 3obile learning and 84OD: "mplementations in an
"ntensive 'nglish Arogram. Learning and 7eaching in &igher 'ducation: ;ulf
Aerspectives, 1<9!:. 1etrieved 3ay !<, !<1( from http:++lthe.>u.ac.ae
11
%ohen, L., 3anion, L., I 3orrison, E. 9!<<,:. 1esearch 3ethods in
'ducation. #bingdon: 1outledge.
%ouncil of 'urope. 9!<11: 7he %ommon 'uropean Framewor. of 1eference
for Languages. Oxford, 'ngland: Oxford Hniversity Aress.
%umming, #., I 3oore, 7. 9160(:. 'ducational 1esearch 2 7wo Aaradigms :
7wo 'pistemologies. #ustralian ?ournal of 7eacher 'ducation, 69!:. 1etrieved
3ay !6th from http:++dx.doi.org+1<.1(!!1+a/te.160(v6n!.)
Dudeney, ;., &oc.ly, 5., Aegrum, 3. 9!<1$:. Digital Literacies: 1easearch
and 1esources in Language 7eaching. &arlow, HE.
'l2&ussein, 3. O. 3., I %ron/e, ?.%. 9!<1<:. Defining 3obile Learning in the
&igher 'ducation Landscape. 'ducational 7echnology I -ociety, 1$ 9$:, 1!J
!1. 1etrieved: February !*, !<1( from
http:++www.ifets.info+/ournals+1$K$+$.pdf.
;lynis %ousin 9!<<):: %ase -tudy 1esearch, ?ournal of ;eography in &igher
'ducation, !6:$, (!12(!, 1etrieved ?une $rd !<1( from
http:++www.tandfonline.com+doi+abs+1<.1<0<+<$<60!*<)<<!6<6*,L.H)x&g%h
brA.
&ammersley, 3. and 7raianou, #. 9!<1!: 'thics and 'ducational 1esearch,
8ritish 'ducational 1esearch #ssociation on2line resource. 1etrieved on 6th
?une !<1( from: http:++www.bera.ac.u.+wp2content+uploads+!<1(+<$+'thics2
and2'ducational21esearch.pdf
&armer, ?. 9 !<<,: &ow to 7each 'nglish. &arlow, 'ngland: Aearson
'ducation Ltd.
1+
&armer, ?. 9!<<1:. 7he Aractice of 'nglish Language 7eaching. &arlow,
'ngland : Aearson 'ducation Ltd.
&oc.ly, 5. I %landfield, L. 9!<1<:. 7eaching Online. Delta Aublishing. HE.
&oc.ly, 5. I Dudeney, ;. 9!<1<:. &ow to 7each 'nglish with 7echnology.
Aearson Aublishing Ltd. HE.
Lewis, ;. 9 !<<6:. 8ringing 7echnology into 7he %lassroom. OHA, Oxford,
HE.
3ac., L. 9 !<1<:. 7he Ahilosophical Hnderpinnings of 'ducational 1esearch.
Aolyglossia, 16. 1etrieved ?une 1st from
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siaKC16KLindsay.pdf
?ohnson, L., #dams, -. and %ummins, 3. 9!<1(: 53% &ori>on 1eport !<1(
&igher 'ducation 'dition. #ustin, 7exas: 7he 5ew 3edia %onsortium.
1etrieved 3arch 1, !<1( from http:++www.nmc.org+publications.
5ielsen, L. 9!<11:. , 3yths #bout 84OD Debun.ed. 7he ?ournal. 1etrieved
February !<, !<1( from http:++the/ournal.com+articles+!<11+11+<6+,2byod2
myths.aspx.
1ichard2 #mato, A.#. 9166*:. 3a.ing "t &appen. "nteraction in the -econd
Language %lassroom: From 7heory to Aractice. Longman, 54%, H-#.
-almon, ;. 9!<1$:. '2tivities: 7he Eey to #ctive Online Learning 2 -econd
'dition. 5ew 4or.: 1outledge.
-trasser, 7. 9!<1!:. 3ind the #ppM &elbling Languages, Cienna, #ustria.
1/
;artner, "nc. and+or its #ffiliates 9!<1!:. ;artner@s &ype %ycle for 'merging
7echnologies. 1etrieved February !<, !<1( from
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3ishra, A. and Eoehler, 3.?. 9!<<*:. 7echnological pedagogical content
.nowledge: # framewor. for teacher .nowledge. 7eachers %ollege 1ecord,
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Auentendura, 1.1. 9!<1(:. "ntegrating 7echnology and 7eaching. Beblog
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#c.erman, #. -. I Erupp, 3.L. 9!<1!. October:. Five %omponents to
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%onference on %ognition and 'xploratory Learning in Digital #ge 9 %'LD#:,
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3atters !19(:, ((2(). 1etrieved February !<, !<1( from:
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Ferries2 1owe, ?.D. 9 !<1!, 1, ?une: %hoosing between 84O7 and 84OD:
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1,
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why2one.html
3ppendi4 1
Enhanced ES5 5esson 6lan
*ate-Time( 0 min
Class-5evel( $ntermediate
7o of students( ma4 10
Topic-Theme( Cultural differences- practicing !uestions
5iteracy practiced( multimedia- mobile
10
89:*-;eb +#0 tools( Magisto - 3nimoto
Course book( <lobal $ntermediate
1.
11
:b=ectives Materials used 3ctivity Time $nteract
ion
Stage
To intro the
sub=ect- practice
speaking
T notes down the
most common
mistakes and
gives feedback by
the end of the
activity
E4ample of cue cards (
Compare the food in
your country to food
in $reland
Compare national
stereotypes for your
country and $reland
&ow different is
music in your
country
SS are provided with cue
cards on cultural
differences and have to
discuss in pairs-small
groups the issues raised
10 min T>SS
6air
work
SS>T
$n
small
class
can be
done as
a
discussi
on
;arm ?p
To define culture
and practice
reading for
general
information
<lobal $ntermediate
S8 pg# 1+ e4# 1"+
:r
$f not using the book
ss can look up the
definition online and
discuss it with the
teacher
SS talk about culture and
try to define it in pairs#
:nce done" they read the
te4t provided on culture
and check if they were
right# Short discussion
follows on what it means
to be a citi@en of a country
10 min T>SS
SS>T
6resentation
To introduce
sub=ect and ob=ect
!uestions
A form-meaning
and usage A
S8 pg# 1+ e4# , SS are provided with some
!uestions they might find
in a citi@enship test" then
they decide if they relate to
culture with capital C or
=ust culture A as per the
article read #A
Then students analyse
ob=ect and sub=ect
!uestions and their form
+0 min 6air
work
6resentation
To practice the
use of sub=ect and
ob=ect !uestions
S8 pg# 1/+ -any
grammar reference
book on !uestions
SS do drilling e4ercises
which focus on form
10 min T>SS
S>S
6air
work
6ractice
To practice
making !uestions
Students can be
provided with some
guidance on what
!uestions to ask e#g#
!s on food"
geography" famous
people etc" and
assigned a particular
sub=ect
SS work in pairs and
create , !uestions A+
sub=ect and + ob=ect
!uestionsB about $reland
and $rish culture #
10 min
T>SS
6air
work
'ree 6ractice
To practice
speaking and
!uestion
formation
6ractice
multimedia and
mobile literacy
Mobile 6hones -
*evices
SS go around the
classroom and ask each
other the !uestions and
record the answers on their
mobile phones# The
interviews should be short
and =ust the answers
should be recorded
+0 min <roup
work
'ree 6ractice
To encourage
peer review
Mobile phones-
devices
The students record the
!uestions and use an app
10 min 6air
work
'ree practice

&;( http(--www#irishciti@enshiptest#com-irish>identity>!ui@-
3ll videos are to be embedded into studentsC portfolios- blogs#
DECLARATION OF
RESEARCH ETHICS AND/OR ASSESSMENT OF RISK
All research and scholarship proposals, whether funded or not by internal or external funds,
must submit a RESEARCH ETHICS/ASSESSE!T "# RIS$ #"R to the %IT Research Ethics
Committee&
This is a self'declaration process& The researcher is as(ed to formally identify any possible
ethical issues or ris(s that mi)ht arise in the course of the wor(, and to si)n the
documentation&
*lease refer to the +uidin) *rinciples and *rocedures indicated on the %IT Research Ethics
website prior to completin) this form,
http,//www&dit&ie/%IT/)raduate/ethics/index&html
PLEASE NOTE
-ou are re.uested to attach a copy of your research application to this form&
The RESEARCH ETHICS /ASSESSE!T "# RIS$ #"R must be si)ned by the
applicant/s0
Ethical Appro1al must be )ranted prior to start of any research/scholarly acti1ity or
prior to fundin) bein) released for the pro2ect, as appropriate&
!o post)raduate research student will normally be re)istered until the proposal is
cleared by the %IT Research Ethics Committee&
Completed forms should be retured to! Rese"r#h Eth$#s Comm$ttee% #/o Off$#e of
&r"du"te Stud$es% DIT% '()*'(+ Lo,er R"thm$es Ro"d% Dubl$ -.
T$tle of the proposed pro/e#t!
What is students' involvement in BOD!Web "#$ enhanced %nglish
12
classes&
Applicant %etails /3se 4loc( Capitals0,
Surname, $ilar ' a)d5ira5 #orename, E1a Title, rs
*resent appointment, ES"6 Teacher
School/%epartment/Centre, Infinity 4usiness Colle)e
#aculty,
7or( Tel, 01 .1 0..0
#ax,
E'mail, e1a(8ibcolle)e&com
1
"ther departments/or)anisations/indi1iduals in1ol1ed,
a0
b0
c0
Source of #undin),
!A
Has the current research pro2ect already recei1ed appro1al from another research ethics
committee9
If so, please enclose rele1ant information and documentation
&eer$# Pro/e#ts!
Researchers may recei1e appro1al for a cluster of similar research acti1ity by appro1al of a
generic protocol to co1er repetiti1e methodolo)ies or acti1ities& A generic protocol should
comprise a co1erin) letter settin) out the circumstances and rationale for )eneric appro1al,
outlinin) the procedures to be followed in all such pro2ects, in addition to completion of the
appropriate appendices&
If this pro2ect is part of a cluster of research with similar methodolo)y, please tic( here and
submit a )eneric protocol to co1er all such pro2ects&
+0
Isur"#e
!ormally, %IT insurance co1ers standard research acti1ity, includin) fieldtrips& Are you
aware of any unusual or exceptional ris(s or insurance issues to which %IT:s insurance
company should be alerted9 If so, please list the issues,
*lease note that no contract should be entered into for clinical/medical /includin) dru)
testin)0 or sur)ical trials/tests on any human sub2ect until written confirmation has been
recei1ed from the %IT:s insurers that the rele1ant insurance co1er is in place&
Are you or any members of the research team a member of any or)anisation that pro1ides
professional indemnity insurance9
!ame of the or)anisation,
*lease pro1ide written confirmation of the terms of insurance co1er&
+1
Profess$o"l Code of Codu#t
*lease reference, if appropriate, the Code of Ethical Conduct produced by your rele1ant
professional or)ani5ation/s0, which also informs your research&
Ple"se ote th"t! 0here those re1u$remets #ofl$#t ,$th DIT re1u$remets% the l"tter
,$ll orm"ll2 be follo,ed. I "ll su#h #$r#umst"#es% ple"se #ot"#t the Off$#e of
Rese"r#h Eth$#s for #l"r$f$#"t$o.
All researchers must confirm with the %ata *rotection Act ;<==& *lease consult the %IT %ata
*rotection "fficer for ad1ice&
++
IDENTIFICATION OF ETHICAL ISS3ES AND/OR RISK
Do "2 of the follo,$4 eth$#"l $ssues or r$s5s "ppl2 $ 2our rese"r#h6 If so% t$#5
"ll bo78es9 ,h$#h "ppl2 "d #omplete the rele:"t Apped$7% ,h$#h #" be
do,lo"ded from http!//,,,.d$t.$e/DIT/4r"du"te/eth$#s/$de7.html
;es No Does 2our rese"r#h $:ol:e<
!"
Impact on human sub2ect/s0 and/or the researcher/s0 >Appendix ;?
-es
Consent and ad1ice form )i1en to sub2ects prior to their participation in the
research >Appendix @?
!"
Consent form for research in1ol1in) Aless powerful: sub2ects or those under
;= years >Appendix B?
!"
Conflict of interest >Appendix C?
!"
%ru)s and edical %e1ices >Appendix D?
!"
Ionisin) Radiation >Appendix E?
!"
!eonatal aterial >Appendix F?
!"
Animal 7elfare >Appendix =?
!"
+eneral Ris( Assessment >Appendix <?
!"
Ha5ardous Chemical Ris( Assessment >Appendix ;G?
!"
4iolo)ical A)ents Ris( Assessment >Appendix ;;?
!"
7or( in1ol1in) +enetically odified "r)anisms Ris( Assessment
>Appendix ;@?
!"
#ield 7or( Ris( Assessment >Appendix ;B?
If other ris( and/or ethical issues are identified please pro1ide a written submission which
outlines the issues and the manner in which they are bein) addressed&
Ple"se t$#5 the "ppropr$"te bo7 belo,
= No% there "re o ethical issues and/or ris(s in1ol1ed in your research pro2ect, ple"se
t$#5 here% "d s$4 the de#l"r"t$o o p"4e >.
;es% there "re eth$#"l issues and/or ris(s in1ol1ed in your research, ple"se t$#5 here
"d #omplete the "ppropr$"te forms $det$f$ed "bo:e.
+/
+,
In accordance with the Principles of the Declaration of Helsinki and DIT Principles
and Procedures, I declare that the information provided in this form is true to the
best of my knowledge and judgement.
I will advise the %IT Research Ethics Committee of any adverse or unforeseen
circumstances or changes in the research which might concern or affect any ethical
issues or risks, including if the project fails to start or is abandoned.
ignature of applicant !" ####################################
ignature of applicant $" ####################################
ignature of applicant %" ####################################
8A ele#tro$# s$4"ture $s perm$ss$ble9
E:" K$l"r* M"4d?$"r?
Che#5l$st
Ple"se esure the follo,$4% $f "ppropr$"te% "re "tt"#hed!
Do#umets to be "tt"#hed T$#5 $f
"tt"#hed
T$#5 $f ot
"ppropr$"te
Research *roposal H
6etters /to sub2ects, parents/)uardians, +*s, etc0 H
Iuestionnaire/s0 H
Ad1ertisement/*oster H
Ethical clearance from other ethical research
committees
H
Copy of si)ned a)reement of professional indemnity H
+0
+eneric *rotocol H
"ther /please specify0 H
+.