Canadian Review of Comparative Literature (Journal)
Not a member yet
1092 research outputs found
Sort by
No Place to Learn: Why Universities Aren\u27t Working, 2002. Tom Pocklington and Allan Tupper. Vancouver: UBC Press. 220 pages. ISBN: 0774808780
No full text
Stromquist, N., & Samoff, J. (2000). Knowledge management systems: On the promise and actual forms of information technologies. British Association for International and Comparative Education, 30(3), 323-332.
No full textBridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments
No full textAbstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments
Accessible Computer Technologies for Students With Disabilities in Canadian Higher Education
No full textTwo studies explored how well English and French speaking colleges and universities in Canada address availability and access to new computer and information technologies for individuals with disabilities. In Study 1, 156 professionals who provide disability-related supports on campus responded to structured interview questions. In Study 2, 40 professionals who work in Quebec\u27s Francophone junior/community college system (CEGEP) participated. Results showed that most institutions had specialized adaptive computer equipment, though colleges were less likely than universities, and loan programs providing adaptive computer equipment were seen as very effective. Respondents believed they were not very knowledgeable about adaptive computer technologies and those from Francophone institutions scored lower than from Anglophone institutions. The needs of students were seen as moderately well met, with Francophone respondents more favorable than Anglophone. Respondents from Anglophone universities expressed different needs than those from Anglophone colleges or Francophone institutions. Disability service providers wished students were better equipped and prepared for the postsecondary experience, computer based teaching materials used by professors were more accessible, and more extensive support services for adaptive hardware and software available. We provide recommendations based on universal design principles that are targeted at those involved in technology integration in postsecondary education
Human-Computer Interaction: A Review of the Research on its Affective and Social Aspects
No full textPrevailing research influenced by cognitive psychology has dealt mainly with the cognitive aspects of the human-computer interaction (HCI). The advent of computers in schools should prompt educational researchers to scrutinize the affective and social aspects of student-computer interactions since they play an important role in learning. A review of 34 qualitative and non-qualitative studies was conducted. Its main purpose is to synthesize results and to highlight important issues that research has left unsolved. Results concern the nature of the HCI (social or parasocial), the interface (mainly a comparison between graphic and text types), and the relation between variables linked to HCI (mainly trust, locus of control, attitude, ease of use, and liking)
Seeking Information for School Purposes on the Internet
No full textThis paper reports the findings of a study undertaken in four Nova Scotia public schools of twelfth grade students\u27 information seeking strategies when they use the Internet as an information source. Various Nova Scotia Department of Education curriculum documents hold high expectations of students\u27 information seeking strategies when using the Internet for educational purposes. This study looks at whether these expectations are being realized. The results include the students\u27 use of specific information seeking strategies, knowledge of World Wide Web Search engines, as well as how students acquired their Internet information seeking knowledge, and students\u27 perceptions of their ability to locate information on the Internet. The results of the study have important implications for Internet education and the role of information professionals in public schools
Étude du changement découlant de l’intégration des technologies de l’information et de la communication dans une école secondaire de l’Ontario
No full textThis case study, which provides an interim report of the research conducted, describes the changes experienced by teachers after participating for three months in a project to integrate information and communications technologies (ICT) into an Ontario secondary school. The goal was to determine what changes occurred and what factors either fostered or impeded them. The participating teachers perceived active leadership in the school and social pressure to be the emergent positive change factors. On the other hand, they viewed a lack of available tools, time, and anxiety as being the main constraints. Profound changes in the roles of the teacher and the student were also noted during this period, changes that the teachers attributed to the integration of ICT into the curriculum
