Canadian Review of Comparative Literature (Journal)
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Comparison of Student Experiences with Different Online Graduate Courses in Health Promotion
No full textThe purpose of this study was to understand the experience of students as they progressed through three specific online graduate courses in health promotion studies delivered primarily by asynchronous computer conferencing. Focused teleconference discussions were conducted with approximately 45 students from the different courses and the transcripts subjected to qualitative analysis. Themes that emerged included what new students appreciated most when adapting to learning online, factors that contributed to learner satisfaction, and the difficulties encountered by students taking a course when the content was not as well suited to the instructional method. The findings are discussed in relation to the three components of Garrison, Anderson and Archer’s (2000) Community of Inquiry model of learning: cognitive, social and teacher presence. Implications are presented for assisting students with the process of adapting to online learning and enhancing the ‘fit’ between course content and online instructional methods
Asynchronous CMC, Collaboration and the Development of Critical Thinking in a Graduate Seminar in Applied Linguistics
No full textA primary objective of graduate education, and often promoted by peer collaboration tasks, is the development of critical thinking skills. The present study compares how graduate students enrolled in a qualitative research design course in applied linguistics utilized asynchronous computer-mediated communication (ACMC) and face-to-face interactions to critique field-specific research, to design and conduct their own research projects, and to engage in professional discourse in and out of class. The analyses reveal that 1) it was impossible to measure the development of critical thinking skills within one semester, and 2) rather than ACMC serving as a spring-board for such development prior to or in collaboration with classroom exchanges, ACMC and face-to-face interactions served different social and intellectual purposes in the process of practicing critical thinking skills. While face-to-face exchanges were preferred when discussing previous research, only in the ACMC context were students willing to critique each other’s work
Les représentations des enseignants quant à leurs profils de compétences relatives à l’ordinateur : vers une théorie des TIC en éducation
No full textDepuis plusieurs années, dans la littérature, on peut sentir un besoin de préciser l’ensemble de connaissances et de compétences relatives aux ordinateurs nécessaires à l’enseignement et à l’apprentissage. Dans ce contexte, cette recherche vise à développer un modèle global qui permettrait de classer à la fois les outils, leurs usages, leurs incidences ainsi que les connaissances et compétences impliquées dans l’intégration des TIC en éducation de façon à pouvoir comprendre les diverses relations qui existent entre chacune de ces composantes. Une première opérationnalisation de ce modèle a donné lieu au développement d’un instrument permettant de recueillir les représentations des enseignants quant à leurs compétences. Cet article présente le modèle élaboré, le questionnaire qui en a découlé et les résultats des premières analyses statistiques des profils recueillis auprès de plus de 600 enseignants francophones de l’Ontario
Open Source Software and Schools: New Opportunities and Directions
No full textAbstract: Integrating information and communication technology into schools has been challenging. A central component of the challenge is coping with the expense and usage restrictions of software that is installed on school computers. An alternative approach to the educational software problem is, however, emerging. This approach involves making greater use of open source software. In many cases open source software can effectively replace the proprietary or commercial software that dominates the educational computing landscape. Using this software option would result in decreased costs, increased flexibility, and increased opportunities to address social and ethical issues related to information and communication technology. In order to responsibly spend taxpayers’ money and to maximize the potential of information and communication technology in education, it is important that educators learn about open source software and challenge conceptions that give priority to proprietary software
Help-Seeking Experiences of Health Care Learners in a WebCT Online Graduate Study Program
No full textThis article presents findings from a qualitative research project that explored health care students’ activities related to seeking help within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included one question on a program satisfaction questionnaire, focus groups and ten individual audio tape-recorded transcribed interviews. Content was analyzed for themes and confirmed through ongoing member checking with participants. The following four overarching themes were identified and are used to explain and describe significant features of help-seeking experiences of online health care learners: (1) Self-help included reflection and re-reading directions available within the course; (2) A primary source of help was other students in the class; (3) Involving family, friends and co-workers provided important educational support; and (4) Instructors’ first message, involvement in weekly discussions and anecdotal comments were highly valued
Exploring Instructional Design Factors Prompting Reflective Thinking in Young Adolescents
No full textReflective thinking is important to young adolescents as they develop their thinking skills. Various instructional methods have been recommended to support reflective thinking, yet the nature of the underlying factors in these methods is unclear. Exploratory factor analysis was used to determine the factors prompting reflective thinking. Results of this study suggest that young students perceived three clusters of methods as supporting their reflection: reflective learning environments, reflective teaching methods, and reflective scaffolding tools. A one-way within subjects ANOVA showed that the most helpful factor was the reflective learning environment, with the most helpful elements being freedom and collaboration. Students’ perceptions of concept mapping and reflective question prompts were found to differ significantly across gender. Recommendations are provided for designing learning environments that prompt reflective thinking
An Electronic Portfolio to Support Learning
No full textn this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further development of the tool, and our research plans related to the use of portfolios to support learning. Our aim is to combine research evidence on portfolio use with practical feedback from the field in an attempt to develop easy-to-use, powerful software designed to support active self-regulated student learning in schools
A review of Learning by Doing, A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and other Educational Experiences
No full textInquiry-based learning, the nature of science, and computer technology: New possibilities in science education
No full textThe teaching of science in the K-12 classroom has been less than successful. Students typically do not develop science literacy and do not understand the role and relevance of science in society. Inquiry-based learning is an approach which promises to improve science teaching by engaging students in authentic investigations, thereby achieving a more realistic conception of scientific endeavour as well as providing a more learner-centred and motivating environment. It can also be used to support teaching the nature of science. The inquiry approach, while lauded by educators, is still not prevalent in the classroom, and is often misused. This may be the result of multiple factors, such as amount of classroom time, lack of effective means for students to conduct independent investigations, the difficulty of incorporating abstract concepts with inquiry, and lack of teacher expertise and experience. Computer technology has evolved now to the point where it can greatly facilitate the use of inquiry learning on many levels, and provide new tools for representing the nature of science in the classroom. This use of technology to support new teaching approaches and objectives holds great promise for improving science education in the classroom, as long as the inherent limitations are recognized and technology is used as a tool rather than as a foundation