Elaine Walsh

My primary research interest is the communication of written assignment briefs. It is an important and highly challenging research area that has interested me for a long time. My doctoral thesis focused on a crucial aspect of the assessment process: how assignment briefs affect our understanding of the requirements and instructions of assignment tasks. I have engaged in research projects and conducted research on topics such as the importance of communication in assessment; programme-level assessment design; fostering collaboration through online discussions, peer tutoring, and group work; the first-year student experience; and teaching in online environments. Currently, I supervise MA research projects and undergraduate Final Year Projects (FYPs).

At the 20th European Conference on e-Learning, Professor Shawren Singh (University of South Africa, Pretoria, South Africa) likened the relationship between students and their teachers to a person and their fitness trainer. While the fitness trainer can tell the person how to do a squat, the trainer cannot do the squat for them.

I aim to spark a love of technical communication and E-Learning in my students and to encourage them to pursue lifelong learning. To support my students in being active learners, I provide a supportive and engaging learning environment. When learning is relevant, students develop a better understanding and sense of ownership of the subject. As students learn through interaction, with content, peers, and experts, I provide multiple modes and opportunities for engagement. I use technology to enhance the learning experience (evidenced in winning the Show and TEL award in 2024).

Additionally, my research focuses on the quality of written assignment briefs. This topic aims to empower all students to engage with assessed tasks. Combing effective assignment briefs, which reduce students' cognitive load (Walsh 2021), with activities to develop students' assessment literacy, enables students to concentrate on their academic development.

Ultimately, I believe a key graduate attribute is the ability to learn. Therefore, my role is to provide the guidance and support to encourage students to be active learners, who can self-monitor, self-assess, and self-regulate.

I am an Assistant Professor of Technical Communication and Instructional Design at University of Limerick, Ireland. With a career that started in 2003, I have developed expertise in e-learning, instructional design, university teaching, online programme delivery, curriculum design, and assessment design. My main research areas are communication, instructional design, and assessment design.