Canadian Review of Comparative Literature (Journal)
Not a member yet
1092 research outputs found
Sort by
Ubiquitous technology integration in Canadian public schools: Year one study
No full textThe current investigation was an exploration of the first year of a multi-year project designed to provide every Grade 3 to Grade 11 student throughout an English school board in Quebec with a laptop computer. Data were collected from 403 elementary and 270 secondary students from the experimental school board and also from 330 students in the control school board. In addition, questionnaire data were collected from 60 elementary school teachers and 51 secondary school teachers. Finally, interviews were conducted with 72 students and 20 teachers. Potentially the most interesting finding was the difference in achievement scores between the experimental and control boards. Secondary students from the experimental board had higher scores on the CAT-3 reading test and indicated making six times more frequent use of computer technology in their English classes, suggesting a possible treatment effect. In contrast, math scores were higher at the control board where neither board indicated high levels of computer use. Nevertheless, these findings must be interpreted with some caution until the threats to validity of selection bias are more clearly overcome
Considerations for producing re-usable and sustainable educational streaming materials
No full textUseful lifetime of educational materials should be defined by their continuing ability to help meet defined learning objectives. More often lifetime is compromised by changes in the educational environment that do not specifically relate to the capacity of the material to assist learning. Approaches for integration of materials into the learning environment can be designed to maximise useful lifetime of materials against potential barriers created by, for example, instances of technological change. In this study, the impact of different approaches is demonstrated by examining the development of 163 learning objects, based on several licensed collections of streaming video procured for cross-sector educational use by the UK Lifesign project. Constraints relating to sustainability work within the limitations of a short-term project environment are specifically considered
Design models as emergent features: An empirical study in communication and shared mental models in instructional
No full textThis paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs). Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models
Breaking the ice: Supporting collaboration and the development of community online
No full textThis study explores the concept of transactional distance, a term coined by Moore (1993), which relates to the distance that exists in all learning relationships and can be more evident and potentially problematic in online learning environments. Reducing this psychologically perceived distance to help learners develop social presence in support of collaborative relationships and the development of community in online learning environments is the purpose of this research.
Icebreakers are fun activities that help people get to know each other. These activities can potentially ameliorate the perceived distance in online learning environments. Two author-developed icebreakers were used in a preliminary study involving university undergraduates and instructors in online environments. Respondents took part in an icebreaker at the start of a semester and at the mid-point after which they completed a questionnaire about perceived value of icebreakers. Early results were positive and have led to recommendations for practice
Using asynchronous online discussion to learn introductory programming: An exploratory analysis
No full textPrevious research on online discussions has focused on university students learning higher level subjects. The purpose of the current study was to examine whether online discussions could be used effectively by secondary school students attempting to learn introductory level topics. Forty-five male students, ranging in age from 13 to 15 years old, participated in two consecutive online discussions used to supplement the learning of HTML (24 days) and beginning programming (36 days) respectively. Students were able to actively understand and apply new concepts and procedures using an online discussion format. The majority of students posted clear, good quality messages that covered material which went beyond the course curriculum. Although attitudes toward using online discussions and participation rates were uneven, most students reported gaining useful information from the discussion board. More than three quarters of all discussion threads were resolved. Finally, and perhaps most important, participation in the discussion board was significantly and positively correlated with learning performance
Concevoir des modèles de sites Web éducatifs en utilisant IMS Learning Design / Designing educational Web site models using IMS Learning Design
No full textDans le cadre de cette recherche, a été développé le guide interactif CEPIAH (Conception et Evaluation des Produits Interactifs pour l’Apprentissage Humain) accessible sur le Web, composé de trois modules : Aide à la Conception, Aide à l’Evaluation et Aide à la Conception de structures de cours en ligne. L’objectif de cet environnement interactif est d’aider les auteurs de sites Web éducatif dans la conception et l’évaluation de leurs prototypes. Cet article présente une courte synthèse et analyse des normes relatives à la conception des contenus pédagogiques électroniques; ensuite seront décrits les travaux de recherche concernant le troisième module (Aide à la Conception de structures de cours en ligne) du guide CEPIAH. La conclusion présentera des perspectives portant sur la validation de l’outil
Engagement with Electronic Portfolios: Challenges from the Student Perspective
No full textMuch of the evidence and research available on the use of e-portfolios focuses on faculty and institutional perspectives and/or consists mainly of anecdotes about how useful the e-portfolio has been to learners. While it is generally agreed that e-portfolios have great potential to engage students and promote deep learning, the research that has been conducted to date focuses very little on student perceptions of value of the e-portfolio for their learning. If students do not accept the e-portfolio as a holistic means with which to document their learning in different contexts and more importantly, agree or wish to use the e-portfolio as an integral part of their educational experience, then the potential impact the e-portfolio will have on learning will not be realised. This paper highlights four themes arising out of research that is underway within an international framework of collaboration between the University of Edinburgh, the University of British Columbia and the University of Waterloo