1,721,099 research outputs found
Editorial Volume 49 Issue 2
Full text linkThis next Canadian Journal of Learning and Technology issue is published on the heels of the well-attended ICDE (International Council for Open and Distance Education) conference. The Conference’s overlapping topics and attendant researchers, well-known to this journal, remind us that our field is important, well-subscribed, growing, and changing. An excellent overview of this ICDE Conference and information about the state of education transformation in the current global context can be found here in recent blog posts by the well-known expert and author on the topic of education and technology, Dr. Tony Bates.
Learning and technology, the focus of research published by CJLT, is a microcosm in the much larger fields of open, distance, and digital education. Research spans all sectors: primary, secondary, post-secondary, higher education, and lifelong learning. Across issues and years, we seek to touch on the research, theory, and practice in these areas, particularly those where authors are in, or research topics are relevant to, Canada. Canadian researchers were well-represented at the recent ICDE conference, and a Canadian researcher received the conference’s best paper award
A New Era in Distance Education
No full textThis presentation was created to discuss our book for a larger group. However, authors were asked to do ‘round table’ discussions, so handouts were provided instead (attached). Excellent discussion with education theorists interested in the implications of technology on teaching in higher education.2) A New Era in Distance Education
Dr. Martha Cleveland-Innes, Associate Professor of Distance Education at AU, is co-editor with Dr. D. Randy Garrison of the University of Calgary, of a new book, An Introduction to Distance Education: Understanding Teaching and Learning in a New Era. The book serves two purposes. It documents the scope and nature of distance education as it existed and exists in industrial and, currently, post-industrial society. It also outlines the current requirements of teaching and learning in online communities of inquiry.
Online teaching and learning is rooted in the transection of distance education and advanced computer technology . Absent from the developing field of ‘e-learning’, the broader term referencing technological support for learning, is a foundation of thought from the fields of education and adult education. Current texts on the topic of online learning pay little attention to this deficiency; what reference is present is superficial and separate from the premises of facilitating online learning. This text presents a conceptual model of factors contributing to the successful implementation of online learning, and provides some necessary ‘how to’ information required, but additionally provides the reader with a rationale, answering the ‘why’ question, unavailable in other texts.
As the embodiment of education for the future, online communities must be seen clearly for the advantages offered to learners in the post-industrial era. At the same time, those advantages only emerge when online teaching and learning is understood in detail. This text is of particular relevance and value to those in higher education who want to understand and guide the adoption of rapidly proliferating Internet and communication technology.
The authors chosen for the book are people who have participated in the research and practice of distance education for many years and/or have made a continuous long-standing contribution to the field. The chapter authors are the movers and shakers of contemporary distance education. The common theme of the book is that new ways of doing business in education have innovated and challenged the conventional structures of education institutions. These changes now offer possibilities for reform and reshaping of education everywhere. Teaching and learning have moved from simple models of material presentation and review to constructivist, collaborative models. These changes have their roots in distance education models, and are now being integrated into teaching in higher education broadly
Editorial Volume 49 Issue 3
Full text linkWelcome to volume 49, issue 3 of The Canadian Journal of Learning and Technology (CJLT). CJLT is a decades-old peer-reviewed journal that invites English or French submissions on the research and practice of education, technology, and learning. This bilingual journal is free-of-charge to anyone with access to the Internet, is multi-indexed, and presented in accessible formats. There are no article submission/publication fees or access charges.
CJLT’s history dates back to where distance education was an innovation characterized by portable print-based material and non-digital technologies. This issue’s Notes section is presented by Dr. Olaf Zwacki-Richter. Here, he reviews the history of distance education with a view to current pressures on teaching and learning. The Origins of the Term Distance Education and the Roots of Digital Teaching and Learning is both articulate and accurate. It provides an inspiring view of new ways to define and use concepts of Open, Distance, and Digital Education (ODDE), based on historical education milestones. This prepares readers with a lens to the research articles which follow
Éditorial Volume 51 Numero 1
No full textNavigating the evolving landscape of education innovation is the overarching theme in this issue. As global education systems grapple with rapid technological change, shifting learner expectations, and the imperative for lifelong learning, a diverse body of research is emerging to illuminate the path forward. The six essays in this issue offer a compelling cross-section of current education innovations, spanning micro-credentials, artificial intelligence, emotional intelligence, privacy, online learning policy, and strategic EdTech integration.
There is an underlying emphasis on systemic thinking—whether through policy frameworks, theoretical models, or stakeholder collaboration. The study on micro-credentials in the Caribbean underscores the promise of flexible, skills-based learning but also reveals persistent barriers such as technological inequity and institutional inertia. Similarly, the Vietnamese benchmarking study highlights the limitations of piecemeal ICT adoption in higher education, advocating for comprehensive, context-sensitive policy development. In parallel, the Ethiopian study on EdTech strategies offers a grounded theoretical framework that moves beyond adoption determinants to propose actionable, stakeholder-informed strategies. This shift from “why” to “how” is critical as institutions seek sustainable models for technology integration
Recommended from our members
The Community of Inquiry in international and intercultural settings
No full textOnline and blended learning environments have provided increased opportunities for international and intercultural collaborations across geographic borders. Perhaps more so now than ever before, students are engaging in interactive learning activities alongside peers from other countries. Activities such as online intercultural group work hold the potential for supporting the core values of Community of Inquiry (CoI) through an international lens, including the exchange of critical dialogue and developing meaningful (intercultural) understandings. However, the international dimension brings distinct considerations and challenges for both teachers and students in these environments. For example, national differences in language and cultural values may impact upon students’ experiences with constructing shared reflections and discourses. Cultural biases and stereotypes may also diminish students’ experiences with developing Social Presence. Such issues might be intensified in blended and online settings, where students may have more limited social interactions prior to learning activities. In recognition of these wide-ranging considerations, this chapter draws on recent theoretical and empirical work undertaken in online intercultural collaborative learning settings. In doing so, we will synthesize practical suggestions for teaching in internationalized CoI settings, with an eye towards critically engaging with internationalized pedagogies and curricula for supporting meaningful intercultural learning experiences
Leadership in Open and Distance Higher Education
No full textDistributed leadership is a valuable concept in terms of aligning leadership theory to changing conditions in post-industrial society. Changing economic, global and demographic formulations certainly play a role in organizational change, as suggested by scholars of the new institutionalism (e.g. DiMaggio & Powell 1991; Pierson 1994, 2004; Campbell 2004). It is, however, important to recognize the role of pre-existing organizational structures and cultures when attempting to understand changes in open and distance higher education leadership in the post-industrial context. Considering the importance of both current changing social conditions and past educational legacies, this research considers distributed models of leadership in open and distance higher education related to broader societal changes. Open and distance higher education may be an appropriate educational response to societal changes – are leadership models at work in this type of education as current and innovative as the model of education itself? Interview data was collected from a sample of senior and middle executives and faculty members from open and distance universities in Europe. The state of developments in ODE across the globe was thoroughly explored. Interview transcripts were evaluated regarding positioning of institutions and programs in relation to other societal factors. In particular, the notion of distributed leadership was explored. In support of both the work of Bennett, et.al (2003) and the complexities of distance and distributed learning, the following concepts support the notion of leadership in distance and distributed organizations: leadership should be seen as a network of interacting individuals and partnerships; the organization and relations require flexibility and boundary openness; projects and activities will be characterized by dispersed complexity, variability and collaborative action through relationships; central support acts as a hub of distribution
- …
