Canadian Journal of University Continuing Education
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Curriculum Development for Adult Learners in the Global Community Volume 1: Strategic Approaches
No full textPalestinian Continuing Education Under Occupation: Images of Distress and Possibilities for Hope
No full textThis study examines how aspects of a militarily enforced occupation have influenced continuing education at Palestinian universities. It focuses on three influences: the impact of the politics of occupation on the history
of continuing education; the effect of travel restriction, violence, and a damaged economy on participation; and the influence of a dependence on foreign donations on program development and delivery
The Role of Time Consciousness in Lifelong Learning: A Theoretical Framework for Adult Education
No full textSummer Session Organizational Models at Canadian Universities
No full textThe issue of summer session organizational models continues to be of interest to summer session deans/directors and university administrators. The University of Victoria surveyed Canadian universities on this
issue in 1994. Based on a similar survey done in 2009, this paper updates the status of Canadian university summer session organizational models, and looks at changes that have occurred over the last decade and a half. It appears that the predominance of more centralized models of summer session administration at Canadian universities has continued. Nevertheless, closer examination suggests that the predominant model is actually a hybrid model wherein responsibilities are vested in a centralized summer session unit with selective responsibilities devolved to faculties and/or departments
Investigating the Educational Needs of Nurses in Telepractice: A Descriptive Exploratory Study
No full textAlthough some nursing bodies have recognized nursing telepractice as a specialty, with its own knowledge, skills, and attitudes, there is little documented evidence of the education- al needs of Canadian nurses working in tele- health. However, now that telehealth has been recognized as a partial solution to Canada’s health-care challenges, the area requires our attention as educators. This article is based on a study that explored the educational needs of 138 telehealth nurses practising across Canada; participants included nurses from most of the provinces and territories. The nurses were asked to complete a series of open-ended questions related to their educational needs and practice, and the data were analyzed using the methods of Miles and Huberman (1994). The study findings are discussed in the context of continuing education