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A Bit About Me
A Bit About Me
I hold a Bachelor's degree in Technology Education and a PhD from the University of Limerick. I have worked at the University of Limerick for several years in many different roles (Lecturer, Research Assistant, School Placement Tutor, and Teaching Assistant), during which time I contributed to a wide range of Technology Education modules and academic initiatives.
I hold a Bachelor's degree in Technology Education and a PhD from the University of Limerick. I have worked at the University of Limerick for several years in many different roles (Lecturer, Research Assistant, School Placement Tutor, and Teaching Assistant), during which time I contributed to a wide range of Technology Education modules and academic initiatives.
I recently completed my PhD, which explored engineering students’ experiences with problem-based learning in both online and face-to-face environments. The research aimed to enhance collaborative learning and develop a framework for more effective digital education in engineering.
I recently completed my PhD, which explored engineering students’ experiences with problem-based learning in both online and face-to-face environments. The research aimed to enhance collaborative learning and develop a framework for more effective digital education in engineering.
My academic interests include both Technology Education at second level and Engineering Education at tertiary level, with a strong focus on innovative pedagogies that foster student engagement and improve learning outcomes.
My academic interests include both Technology Education at second level and Engineering Education at tertiary level, with a strong focus on innovative pedagogies that foster student engagement and improve learning outcomes.
Sean O'Connor
Sean O'Connor
Qualifications, Experience, Funding, Awards, and Affiliations
Qualifications, Experience, Funding, Awards, and Affiliations
Qualifications:
Qualifications:
I hold a number of qualifications:
I hold a number of qualifications:
- Level 10: University of Limerick Education and Health Science (EHS) PhD Student (2021-2025)
- Level 8: 1st class Honours - Bachelor of Technology (Education) in Materials and Engineering Technology (2015-2019)
- Level 6: Specific Purpose Certificate in Farming (2024-2025)
- Level 5: Certificate in Agriculture (2024-2025)
Teaching Experience:
Teaching Experience:
I have extensive teaching experience within the School of Education at the University of Limerick, spanning both undergraduate and postgraduate levels. My roles have included Lecturer, Teaching Assistant, and Guest Lecturer, contributing to a wide range of modules in Technology Education.
I have extensive teaching experience within the School of Education at the University of Limerick, spanning both undergraduate and postgraduate levels. My roles have included Lecturer, Teaching Assistant, and Guest Lecturer, contributing to a wide range of modules in Technology Education.
Funding & Awards:
Funding & Awards:
I was awarded a fee waiver by the University of Limerick and received a highly competitive scholarship from the Irish Research Council (Research Ireland):
I was awarded a fee waiver by the University of Limerick and received a highly competitive scholarship from the Irish Research Council (Research Ireland):
- University of Limerick EHS fee waiver 2020
- Irish Research Council (IRC) scholarship awardee 2021
- Enterprise Ireland, Innovation Voucher, Project Partner 2026
Research (ORCID):
Research (ORCID):
Affiliations:
Affiliations:
- University of Limerick (UL)
- EPI∙STEM Affiliate (National Centre for STEM Education)
- Technology Education Research Group (TERG)
Publications - Journal Articles
Publications - Journal Articles
- A comparison of Irish and Swedish technology curricula: focus, form and function
Power, J. R., O’Connor, S., Buckley, · Jeffrey, Nordlöf, C., Hallström, J., & Ie, J. P. (2026). A comparison of Irish and Swedish technology curricula: focus, form and function. International Journal of Technology and Design Education 2026, 1–18. https://doi.org/10.1007/S10798-026-10103-9
Power, J. R., O’Connor, S., Buckley, · Jeffrey, Nordlöf, C., Hallström, J., & Ie, J. P. (2026). A comparison of Irish and Swedish technology curricula: focus, form and function. International Journal of Technology and Design Education 2026, 1–18. https://doi.org/10.1007/S10798-026-10103-9
A comparison of Irish and Swedish technology curricula: focus, form and function- Finite element prediction of distortion during the fused filament fabrication process of PLA (Published in the Rapid Prototyping Journal)
Tanner, D., O’Connor, S., & Power, J. R. (2026). Finite element prediction of distortion during the fused filament fabrication process of PLA. Rapid Prototyping Journal, 32(11), 50–62. https://doi.org/10.1108/RPJ-09-2025-0438
Tanner, D., O’Connor, S., & Power, J. R. (2026). Finite element prediction of distortion during the fused filament fabrication process of PLA. Rapid Prototyping Journal, 32(11), 50–62. https://doi.org/10.1108/RPJ-09-2025-0438
Finite element prediction of distortion during the fused filament fabrication process of PLA.pdf- Problem and project based learning (PBL) within an online engineering module: an examination of student teamwork satisfaction and attitudes (Published in the European Journal of Engineering Education)
O’Connor, S., Power, J., Blom, N., & Tanner, D. (2026). Problem and project based learning (PBL) within an online engineering module: an examination of student teamwork satisfaction and attitudes. European Journal of Engineering Education, 1–30. https://doi.org/10.1080/03043797.2026.2618659
O’Connor, S., Power, J., Blom, N., & Tanner, D. (2026). Problem and project based learning (PBL) within an online engineering module: an examination of student teamwork satisfaction and attitudes. European Journal of Engineering Education, 1–30. https://doi.org/10.1080/03043797.2026.2618659
Problem and project based learning PBL within an online engineering module an examination of student teamwork satisfaction and attitudes.pdf- Beyond procedural approaches to designing: a framework for supporting students’ hierarchical thinking through their representational journeys (Published in the International Journal of Technology and Design Education)
Blom, N., O’Connor, S., Lane, D., & Canty, D. (2025). Beyond procedural approaches to designing: a framework for supporting students’ hierarchical thinking through their representational journeys. International Journal of Technology and Design Education, 1–25. https://doi.org/10.1007/s10798-025-09990-1
Blom, N., O’Connor, S., Lane, D., & Canty, D. (2025). Beyond procedural approaches to designing: a framework for supporting students’ hierarchical thinking through their representational journeys. International Journal of Technology and Design Education, 1–25. https://doi.org/10.1007/s10798-025-09990-1
Beyond procedural approaches to designing - a framework for supporting students’ hierarchical thinking through their representational journeys.pdf- Engineering students’ perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments (Published in the Australasian Journal of Engineering Education)
O’Connor, S., Power, J., Blom, N., & Tanner, D. (2025). Engineering students’ perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments. Australasian Journal of Engineering Education, 1–25. https://doi.org/10.1080/22054952.2025.2493419
O’Connor, S., Power, J., Blom, N., & Tanner, D. (2025). Engineering students’ perceptions of problem and project-based learning (PBL): comparing online and traditional face-to-face environments. Australasian Journal of Engineering Education, 1–25. https://doi.org/10.1080/22054952.2025.2493419
Engineering students perceptions of problem and project-based learning PBL comparing online and traditional face-to-face environments.pdf- Generation apprenticeships – a perspective through the lens of industry learners (Published in the International Journal of Logistics Research and Applications)
Hunt, I., O’Connor, S., Young, K., Ryan, A., Butler, E., Power, J., & Hennessy, M. (2025). Generation apprenticeships – a perspective through the lens of industry learners. International Journal of Logistics Research and Applications, 1–19. https://doi.org/10.1080/13675567.2025.2458691
Hunt, I., O’Connor, S., Young, K., Ryan, A., Butler, E., Power, J., & Hennessy, M. (2025). Generation apprenticeships – a perspective through the lens of industry learners. International Journal of Logistics Research and Applications, 1–19. https://doi.org/10.1080/13675567.2025.2458691
Generation apprenticeships a perspective through the lens of industry learners.pdf- Students' Perceptions of Problem and Project-Based Learning (PBL) in an Online Learning Environment (Published in the Australasian Journal of Engineering Education AJEE)
O’Connor, S., Power, J., Blom, N., & Tanner, D. (2024). Engineering students’ perceptions of problem and project-based learning (PBL) in an online learning environment. Australasian Journal of Engineering Education, 1–14. https://doi.org/10.1080/22054952.2024.2357404
O’Connor, S., Power, J., Blom, N., & Tanner, D. (2024). Engineering students’ perceptions of problem and project-based learning (PBL) in an online learning environment. Australasian Journal of Engineering Education, 1–14. https://doi.org/10.1080/22054952.2024.2357404
Engineering students perceptions of problem and project-based learning PBL in an online learning environment- A Systematic Review of CDIO Knowledge Library Publications (2010 – 2020): An Overview of Trends and Recommendations for Future Research (Published in the Australasian Journal of Engineering Education AJEE)
Reference: O’Connor, S., Power, J., & Blom, N. (2023). A Systematic Review of CDIO Knowledge Library Publications (2010 – 2020): An Overview of Trends and Recommendations for Future Research. Australasian Journal of Engineering Education AJEE. https://doi.org/10.1080/22054952.2023.2220265
Reference: O’Connor, S., Power, J., & Blom, N. (2023). A Systematic Review of CDIO Knowledge Library Publications (2010 – 2020): An Overview of Trends and Recommendations for Future Research. Australasian Journal of Engineering Education AJEE. https://doi.org/10.1080/22054952.2023.2220265
A systematic review of CDIO knowledge library publications 2010 2020 An Overview of trends and recommendations for future research.pdfPublications - Books
Publications - Books
Books:
Books:
- Transforming Your Teaching: An E-Guide to Support Educators in Enhancing Student Learning Outcomes
Reference: Radl, A., Chatza, A., Tanner, D., Hulthen, E., Carlsson, J., Young, K., O’Connor, S., & Power, J. (2023). Transforming Your Teaching: An E-guide to Support Educators in Enhancing Student Learning Outcomes. https://doi.org/10.34961/RESEARCHREPOSITORY-UL.23609316.V1
Reference: Radl, A., Chatza, A., Tanner, D., Hulthen, E., Carlsson, J., Young, K., O’Connor, S., & Power, J. (2023). Transforming Your Teaching: An E-guide to Support Educators in Enhancing Student Learning Outcomes. https://doi.org/10.34961/RESEARCHREPOSITORY-UL.23609316.V1
Publications - Conference Papers
Publications - Conference Papers
- Estimating the replicability of quantitative engineering education research
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- PATT 2026 Conference paper: Expanded PBL Curriculum Model for Diverse Educational Settings Responding to the Needs of Engineering Education
O’Connor, S., Power, J., & Blom, N. (2026). Expanded PBL Curriculum Model for Diverse Educational Settings. Pupils’ Attitudes Towards Technology 43, Norrköping, Sweden, 2026, 218, 781–792. https://doi.org/10.3384/ecp213.1478
O’Connor, S., Power, J., & Blom, N. (2026). Expanded PBL Curriculum Model for Diverse Educational Settings. Pupils’ Attitudes Towards Technology 43, Norrköping, Sweden, 2026, 218, 781–792. https://doi.org/10.3384/ecp213.1478
Expanded PBL Curriculum Model for Diverse Educational Settings: Responding to the Needs of Engineering Education- PATT 2023 Conference paper: Developing technology students’ hierarchical thinking during iterative processes of designing through sketching activities
Blom, N., Canty, D., Lane, D., & O’Connor, S. (2023). Developing technology students’ hierarchical thinking during iterative processes of designing through sketching activities. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October), 0–11. https://openjournals.ljmu.ac.uk/PATT40/article/view/1767
Blom, N., Canty, D., Lane, D., & O’Connor, S. (2023). Developing technology students’ hierarchical thinking during iterative processes of designing through sketching activities. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October), 0–11. https://openjournals.ljmu.ac.uk/PATT40/article/view/1767
Developing technology students’ hierarchical thinking during iterative processes of designing through sketching activities- PATT 2023 Conference paper: Supporting Initial Teacher Education Students' Assessment Literacy and Capability Development
Canty, D., Blom, N., O’Connor, S., & McCarthy, M. (2023). Supporting Initial Teacher Education Students Assessment Literacy and Capability Development. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October), 1–10. https://openjournals.ljmu.ac.uk/PATT40/article/view/1774
Canty, D., Blom, N., O’Connor, S., & McCarthy, M. (2023). Supporting Initial Teacher Education Students Assessment Literacy and Capability Development. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October), 1–10. https://openjournals.ljmu.ac.uk/PATT40/article/view/1774
Supporting Initial Teacher Education Students Assessment Literacy and Capability Development- SEFI 2023 Conference paper: Comparing Engineering Students' Perceptions of Online and Traditional Face-to-Face Environments During a Problem and Project Based Learning (PBL) Module
Reference: O’Connor, S., Power, J. R., Blom, N., Tanner, D. A., & Mulvihill, E. S. (2023). Comparing Engineering Students Perceptions Of Online And Traditional Face To Face Environments During A Problem And Project Based Learning (PBL) Module. SEFI: Engineering Education for Sustainability: Reflecting on the Role of Engineering and Technology Education for a Sustainable World., 0–14. https://arrow.tudublin.ie/sefi2023_prapap/151
Reference: O’Connor, S., Power, J. R., Blom, N., Tanner, D. A., & Mulvihill, E. S. (2023). Comparing Engineering Students Perceptions Of Online And Traditional Face To Face Environments During A Problem And Project Based Learning (PBL) Module. SEFI: Engineering Education for Sustainability: Reflecting on the Role of Engineering and Technology Education for a Sustainable World., 0–14. https://arrow.tudublin.ie/sefi2023_prapap/151
Comparing Engineering Students Perceptions Of Online And Traditio.pdf- SEFI 2023 Conference paper: Teamwork Satisfaction and Student Attitudes Towards Online Learning During an Engineering Problem and Project Based Learning (PBL) Module
Reference: O’Connor, S., Power, J. R., Blom, N., Tanner, D. A., & Brum, V. De. (2023). Teamwork Satisfaction And Student Attitudes Towards Online Learning During An Engineering Problem And Project Based Learning (PBL) Module. SEFI: Engineering Education for Sustainability: Reflecting on the Role of Engineering and Technology Education for a Sustainable World., 0–13. https://arrow.tudublin.ie/sefi2023_prapap/150
Reference: O’Connor, S., Power, J. R., Blom, N., Tanner, D. A., & Brum, V. De. (2023). Teamwork Satisfaction And Student Attitudes Towards Online Learning During An Engineering Problem And Project Based Learning (PBL) Module. SEFI: Engineering Education for Sustainability: Reflecting on the Role of Engineering and Technology Education for a Sustainable World., 0–13. https://arrow.tudublin.ie/sefi2023_prapap/150
Teamwork Satisfaction And Student Attitudes Towards Online Learni.pdf- Evidence-Based Practice to the Forefront: A Case Study of Engineering Team Project-Based Learning in an Online Learning (Published in the 50th Annual Conference of The European Society for Engineering Education SEFI)
Reference: O’Connor, S., Power, J., Blom, N., & Tanner, D. (2022). Evidence-Based Practice to the Forefront: A Case Study of Engineering Team Project-Based Learning in an Online Learning. 50th Annual Conference of The European Society for Engineering Education, 2108–2114. https://doi.org/10.5821/conference-9788412322262.1183
Reference: O’Connor, S., Power, J., Blom, N., & Tanner, D. (2022). Evidence-Based Practice to the Forefront: A Case Study of Engineering Team Project-Based Learning in an Online Learning. 50th Annual Conference of The European Society for Engineering Education, 2108–2114. https://doi.org/10.5821/conference-9788412322262.1183
SEFI Conference 2022.pdfResearch Projects & Community Work
Research Projects & Community Work
Enhancing Engineering Education
Enhancing Engineering Education
Lead by Dr. Jason Power
The Light Centre Project
The Light Centre Project
Lead by Dr. Nicolaas Blom
- Teamwork Satisfaction and Student Attitudes Towards Online Learning During an Engineering Problem and Project Based Learning (PBL) Module - (In Review)
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