Canadian Journal of University Continuing Education
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Administering Successful Programs for Adults: Promoting Excellence in Adult, Community, and Continuing Education
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Are We Aiding the Enemy? Adult Education in the Global Economy
No full textThis article explores the impact of economic globalization on the future of work. It argues against the view of training as a panacea for solving our economic problems and suggests a role for adult educators to take in proposing and supporting alternate solutions
Not the Wand but the Wizard
No full textA team of experienced distance educators, from three separate faculties at the University of New Brunswick, conducted a two- stage study that examined learners/participants\u27 perceptions of factors affecting their learning in courses offered by audio- conferencing, audio-graphic conferencing, and video- conferencing. Study findings determined that, regardless of the technology used, learners were most influenced by instructor teaching style. These findings underscore the importance of maintaining and refining the more relational and interactive aspects of effective pedagogical practice within the contexts of adult learning and distance education
A Profile of University Continuing Educators in Canada
No full textAs the field of adult and continuing education matures, it is useful to more fully understand both the nature of practice and the characteristics of practitioners. Although some attention has been devoted to these topics in the literature, this article focuses on those practitioners who work in a university setting. and reports the results of a national study of university continuing educators. The data, which was gathered on a Canada-wide basis, has allowed us to both describe the characteristics and job responsibilities of those working in the field and develop job responsibility profiles. In addition, the study considers questions of gender, academic rank, age, educational levels, and length of experience in university continuing education as important elements in understanding who continuing educators are, and the kind of work they do
Beyond Access: Student Perspectives on Support Service Needs in Distance Learning
No full textThis paper describes a study of the support service needs and assessments of distance learners at three Canadian bi-modal universities (i.e., offering degree-credit courses both on-campus and through distance education). A student profile is developed and compared with previous descriptions. From student data, a model of support services for distance learners emerges. Recommendations for the further development of support services for distance education students at Canadian bi-modal universities are also included