Canadian Journal of University Continuing Education
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364 research outputs found
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The Scholarship of Teaching and Learning and the Online Classroom
No full textThis article explores the meaning of the scholarship of teaching and learning and describes how the concept has evolved over time. It then discusses how the scholarship of teaching and learning might contribute to developing effective online learning and, reciprocally, how online learning might change and advance the scholarship of teaching and learning. Through reflective, inquiry-based learning about teaching and the interactive capabilities of Internet communication technologies, higher education teachers can pursue excellence in promoting student learning
Critical Thinking in the Online Nursing Education Setting: Raising the Bar
No full textThis article explores the effectiveness of writing to help nurse-learners develop critical thinking in an asynchronous, online learning environment. The formal written assignments of students in an online nursing health assessment program were analyzed for evidence of critical thinking according to Johns’ Model of Structured Reflection (Johns, 1995) based on Carper’s Ways of Knowing in Nursing (Carper, 1978), as well as for growth in discipline-specific writing. Informal contributions by participants and the instructor were studied for evidence of interaction. Results indicated that the online learning environment provided an effective forum that facilitated critical thinking and reflection through writing
A Blended Faculty Community of Inquiry: Linking Leadership, Course Redesign, and Evaluation
No full textThis article describes an institutional course redesign initiative in terms of leadership, support, and preliminary findings, based on the Inquiry Through Blended Learning (ITBL) program created to support faculty engaging in blended course redesign. Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework has been adapted to a blended environment in order to provide faculty participants with opportunities to discuss and reflect on key redesign questions, explore and experience blended learning from a student perspective, and implement and evaluate their own course redesigns. This article describes the inquiry process and the preliminary lessons learned from the implementation of the ITBL program
Multi-layered Collaboration: From Online Development to Delivery
No full textCollaboration is often a significant element in course development and/or delivery. This paper describes a project that was collaboratively developed and facilitated by a team of faculty under the auspices of a consortium of universities called the Collaboration for Online Higher Education and Research (COHERE). The project is ongoing and its significance lies in overcoming or circumventing the typical barriers that stand in the way of success for many consortia-created collaborative projects of this nature
