Canadian Journal of University Continuing Education
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Differential Participation of Males and Females in a Computer-Mediated Communication Course
No full textThe narrow bandwidth of computer-mediated communication (CMC) courses reduces status differences, suggesting that men and women will participate equally in course activities. In contrast, gender differences in computing skill, attitude, experience, and family support for students\u27 CMC activities suggest that females will have lower levels of participation. A study of interactions among 15 students enrolled in a graduate course in education found no instances of sexist language or overt exclusionary behaviour. However, women exercised less procedural leadership, had reduced influence on group products, contributed less to the advancement of their group\u27s argument, and overall had fewer productive contributions
How to Conduct Focus Groups: A Guide for Adult and Continuing Education Managers & Trainers
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Changes and Emerging Trends in the CE Function on University Campuses
No full textThe paper describes emerging strategies employed by extension and continuing education units as they adapt to changes in the university and the larger community. The cost-recovery, entrepreneurial model of continuing education, relatively greater emphasis on continuing professional development programs, less emphasis on the traditional service function, the application of distance education techniques, and the marketing of programs globally are among the strategies that are changing the definition of extension and university continuing education
Venturing Through the Looking Glass: An Instance of Transformative Learning in Adult Education
No full textAdult learners who are introduced to transformative learning in their university education initially tend to find the experience strikingly different from their previous educational programs. For Registered Nurses beginning a baccalaureate degree in nursing, learning in a transformative environment may be as odd to them as was the experience of Lewis Carroll\u27s Alice on the other side of the Looking Glass. For their teachers, examining a common experience, not common to learners, in an uncommon manner expands the understanding of the process. Using the imaginative work of Lewis Carroll, the authors of this paper relate it to the experiences of these adult learners and expound on the strategies being used to facilitate the transformative process in adult education. The perspectives developed by the UNB nursing teachers and the strategies they use to facilitate transformative learning are described
The Issue of Competitiveness and Skills-Training in Continuing Education Today
No full textThe ongoing debate between government and industry as to the adequacy of our present educational system serves to demonstrate two key points: employer needs are not currently being met by the educational system, and prospective employees are lacking the appropriate skills, knowledge, and training to take up the many available positions.Universities and the K-12 system are often held responsible for this situation--universities for their unbending adherence to traditional academic subject areas and content, and the K-12 system for failing to create among graduating high school students an awareness of (and, consequently, a demand for) the need for more appropriate skills training. Some have argued that continuing education units are in an enviable position to fill this gap, but not all continuing educators embrace this view. This paper attempts to address these issues by delving into the available data, the purported causes, the possible solutions, and the role of continuing education in this debate
A Praxis Model of Program Planning
No full textPraxis, or reflective action, is at the heart of the program planning process. Planners are involved in a continual process of constructing and deconstructing planning activities, reflecting upon these activities, and renegotiating and analyzing these activities. The praxis model presented in this paper fosters a spirit of critical reflection and action in the planning process. It also recognizes that those involved in program planning come to appreciate that values, beliefs, ideologies, and contextual factors are not only constructed, but are also culturally transmitted, provisional, and relative. This awareness facilitates their challenge of the taken-for-grantedness of institutional settings within which program planning is practised, relationships are mediated, and political and economic agendas dominate
