Canadian Journal of University Continuing Education
Not a member yet
364 research outputs found
Sort by
Making Sense of Adult Learning - Bruce Hobin, University of Saskatchewan Adult Education in Canada: Historical Essays
No full textTrust: A Process and an Outcome in an Audio-Teleconferencing Learning Environment
No full textIf trust is critical in relationships between teachers and distance education students, then how do teachers facilitate trust? This particularly challenging question arose from our experience teaching distance education nursing students who were continuing their education through the medium of audio-teleconferencing. Although audio-teleconferencing has the advantage of allowing students to stay in their own communities while accessing educational opportunities, we believed that it complicates the development of trusting relationships between teachers and students. In a qualitative study, students were asked to provide their perspectives on factors that facilitate trust within this distance education learning environment. Their responses indicate that, within the context of the learning milieu, trusting is construed as a developmental process, and through this process, trust in the learning, in the curriculum, and in one\u27s co-learners occurs
Access to University Studies: Implementing and Evaluating Multi-point Videoconferencing
No full textA formidable geographic barrier exists in Canada for institutions wishing to provide opportunities for university education but serving clients and communities in remote regions of a province. In early September l995, the University of Alberta, Fairview College, and Kayas Cultural College embarked on a new partnership in offering a selected number of introductory Faculty of Arts courses in remote regions of northwestern Alberta. The primary mode of delivery was synchronized, multi-point videoconferencing (to as many as six sites), with all courses delivered from the University of Alberta campus. Slightly more than 70 percent of the student cohort for the first academic year were Aboriginal students. This paper provides a contextual background, describes the implementation, and reports the findings from a detailed formative evaluation of this partnership. The focus is primarily administrative in that questions addressed will relate to how such programs can be planned, implemented, managed, and monitored
Experiential Graduate Education: An Experiment in Transformative Learning
No full textFive years of teaching a graduate course in organizational learning have convinced the author that the course has a transformative impact on her mature adult students. The article examines the nature of this form of experiential education in the light of transformative learning theory and learning organization concepts. Using the course as a case example, the author offers a number of specific approaches to: developing a constructive learning environment; enhancing team learning; surfacing and discussing assumptions; supporting systems thinking; and personal mastery. Finally, the author examines the role of the instructor as a facilitator of transformative learning. The objectives are to help adult educators reflect on one kind of environment that seems to have a transformative impact and to explore how to continue to successfully design such experiences for and with adult students
Change, Evolution, and Global Vision-Logic: A Gentle Challenge for Adult Development
No full textAs adult and continuing education practitioners, we encounter the challenges for change that arise from the dramatic shifts that our society and our globe are undergoing. How we respond to these challenges will shape our field and our society--either in the direction of increased harmony or further disorder. Adopting a wider perspective may allow us to take in more of what is happening, thereby offering a broader range of options for understanding and action. Such a wider, more complex, more coherent, and more integrative perspective on ourselves and the world is offered by vision-logic, a stage of consciousness beyond the rational. Drawing on the work of Ken Wilber and other writers in psychology and philosophy, the author examines the qualities associated with vision-logic and the implications of vision-logic for our practice and our own psychological development
Declining Enrolment Sparks Certificate Review: Lessons Learned
No full textThe design of the Human Resource Management Certificate at the University of Calgary was the culmination of a two-year review process. Although the issue of declining enrolment initiated the review, many other issues became apparent. The process of informal and formal investigations that were undertaken are outlined, as are the actions taken. The challenges of resource constraints, collaborative investigation, the climate of competition in post-secondary institutions, and issues of credit transferability are highlighted along with the lessons learned. The process and results may benefit other continuing education programmers
