Canadian Journal of University Continuing Education
Not a member yet
364 research outputs found
Sort by
A Comparison of Two Methods of Needs Assessment: Implications for Continuing Professional Education
No full textNeeds identification is an important component of program planning in continuing professional education. Learners, professional associations, and society all have a stake in ensuring that programs are relevant and focused on important educational needs of professionals. This study compared two different methods of identifying learning needs--perceived needs and knowledge-based needs--for a group of practicing pharmacists (N= 113). The Canadian Consensus Asthma Management Guidelines (1996) provided the framework for the needs assessments and the standard against which pharmacists\u27 knowledge of asthma treatment was assessed. Using data collected via a questionnaire, rank correlation tests showed no relationship between perceived needs and knowledge-based needs. While there was correspondence between the two methods on a few items, overall they did not identify the same needs. This confirmed the results of other research that there are some educational needs of which learners are unaware. Even with the limitations of perceived needs, few continuing professional educators would advocate abandoning this method, although most advocate a combination of methods. The following article discusses the implications of these and other research findings, and current literature on needs assessment in continuing professional education. Many questions remain, however, and there is a need for more research on needs assessment in continuing professional education
Web-based Communications, the Internet, and Distance Education: Readings in Distance Education Number 7
No full textContinuing Education for Lay Ministry: Providers, Beliefs, Issues, and Programs
No full textResearch into continuing professional education (CPE) has been a constant for many professionals, including those pastors and clergy who work in religious organizations. Continuing education for lay ministers (non-ordained) in churches, however, generally has not been given this close scrutiny or attention. This article reports on research conducted with 35 leaders of lay ministry education programs in Canada, to provide information on their (a) demographics as a group (b) attitudes toward church and church bodies, and the amount of support they received from the community, and (c) programs and their participants. This study contributes to an understanding of continuing education for lay ministry
Life Paths and Educational and Employment Outcomes of Disadvantaged Aboriginal Learners
No full textThis paper examines the linkages between education and training and labour market outcomes. It is based on a study that sought to improve our understanding of the longer-term relationship between disadvantage and educational/economic achievements. The population used in this study, as well as in two previous studies (Cooke, Wallace, Sloane-Seale, & Levin, 2000; McClure, Wallace, Sloane-Seale, Lavallee, & Levin, 1999) comprised Manitoba adults with backgrounds of low educational achievement. The study investigated factors that help adults overcome disadvantage to become successful post-secondary learners. Specifically, the impact of agency (decisions and choices that adults make) and biography (negative and positive personal experiences) on labour force participation, income, and skill acquisition was investigated
Motivating Instruction in University Continuing Education: A Fresh Look at the Key Principles
No full textThis article revisits the critically important issue of how to motivate adults to learn. From a review of the literature on effective instruction, the author synthesizes five comprehensive principles that exemplary facilitators of adult learning typically apply in their sessions, courses, and programs to create and/or sustain learner interest. The article includes some practical applications of these principles for instructors, programmers, and others who wish to enhance the teaching/learning process in adult education