Showing papers in "Canadian Journal of University Continuing Education in 2013"
642 citations
TL;DR: The ERIC CLEARSHARE project as discussed by the authors is a contract with the Office of Educational Research and Improvement, U.S. Department of Education, and it must operate in compliance with these laws.
Abstract: Disclaimer: This publication was prepared pursuant to a contract with the Office of Educational Research and Improvement, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy. Discrimination Title VI of the Civil Rights Act of 1964 states: \" No person in the Prohibited: United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. \" Title IX of the Education Amendments of 1971 states: \" No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance. \" The ERIC Clearinghouse project, like every program or activity receiving financial assistance from the U.S. Department of Education, must be operated in compliance with these laws.
462 citations
334 citations
152 citations
109 citations
TL;DR: The authors explores the meaning of the scholarship of teaching and learning and describes how the concept has evolved over time, and then discusses how the scholarship might contribute to developing effective online learning and, reciprocally, how online learning might change and advance the scholarship.
Abstract: This article explores the meaning of the scholarship of teaching and learning and describes how the concept has evolved over time. It then discusses how the scholarship of teaching and learning might contribute to developing effective online learning and, reciprocally, how online learning might change and advance the scholarship of teaching and learning. Through reflective, inquiry-based learning about teaching and the interactive capabilities of Internet communication technologies, higher education teachers can pursue excellence in promoting student learning.
92 citations
TL;DR: In a recent book by Clayton M Christensen, Associate Professor of Business at Harvard University, discusses the sometimes devastating impact in the corporate environment of what he refers to as "disruptive technologies" Successful, well-managed firms that dominate their markets have sometimes went into a sharp decline or even collapsed when a new technology disrupts the pattern of their market segment as mentioned in this paper.
Abstract: A recent book by Clayton M Christensen, Associate Professor of Business at Harvard University, discusses the sometimes devastating impact in the corporate environment of what he refers to as "disruptive technologies" Successful, well-managed firms that dominate their markets have sometimes gone into a sharp decline or even collapsed when a new technology disrupts the pattern of their market segment Other firms, however, have handled such transitions smoothly, maintaining their position of dominance in the market by employing specific techniques to integrate the new and disruptive technology into their operations Traditional research universities enjoy a dominant position in the higher education "market," but they are beginning to feel the impact of disruptive technologies such as distance education They may benefit not only from an examination of the insights that Christensen has derived from his study of the impact of disruptive technologies in the corporate environment but also from a selective application of the techniques for coping with disruptive technologies that Christensen has found to be effective in the business world Some of these techniques imply an important role for continuing education units as semi-autonomous incubators of disruptive innovation
86 citations
75 citations
TL;DR: In this paper, the authors explore links between the concepts and models of self-directed and self-regulated learning and explore the covert (person) and overt (behaviour and environment) aspects that link these fields.
Abstract: This paper explores links between the concepts and models of self-directed and self-regulated learning. The focus is on the covert (person) and overt (behaviour and environment) aspects that link the fields of self-directed and self-regulated learning. Ways in which each of these areas of study address the private and shared worlds of the learner emerge. The exploration of these connections suggests a comprehensive and coherent perspective and should provide a basis for future research. The practical implications of a coherent perspective are also explored.
72 citations
71 citations
TL;DR: In this paper, the similarities and differences between Canadian and Australian university teachers' face-to-face and online teaching approaches and philosophies were explored, and the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centered teaching approaches in distributed classrooms was addressed.
Abstract: This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.
TL;DR: In this paper, the authors describe 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).
Abstract: This 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.
TL;DR: In this paper, the authors examined the provision and development of lifelong learning within institutions of higher education in British Columbia and explored some of the institutional characteristics that enable or discourage it, finding that most lifelong learning opportunities are directed toward enhancing employment and career opportunities rather than citizenship development.
Abstract: In this study, we examined the provision and development of lifelong learning within institutions of higher education in British Columbia and explored some of the institutional characteristics that enable or discourage it The results suggest that most lifelong learning opportunities are directed toward enhancing employment and career opportunities rather than citizenship development Yet, as the demand for higher education and the number of adult learners enrolling in programs continue to increase, these institutions are well-positioned to develop new forms of education that acknowledge, accommodate, and respect the concerns and interests of lifelong learners
TL;DR: This paper explored the use of autobiography as a tool for teaching and learning in continuing education and found that when adult learners undertake autobiographical writing in the context of adult education, they embark on a process of self-exploration and meaning making that, in turn, can promote the development of an enlarged view of themselves and the world around them.
Abstract: This paper explores the use of autobiography as a tool for teaching and learning in continuing education. In a recent continuing education course on adult learning and development, students took on the project of writing five chapters of their life story. Subsequent interviews with the writers explored the process and effects of writing. The findings suggest that when adult learners undertake autobiographical writing in the context of adult education, they embark on a process of self-exploration and meaning making that, in turn, can promote the development of an enlarged view of themselves and the world around them. Based upon these findings, a proposition is made for the transformative power of putting pen to paper.
TL;DR: In this article, the authors describe a study of how one small group of graduate students coped with the stresses of learning at a distance over the course of the three to five years in which they were enrolled in their program of study.
Abstract: This paper describes a study of how one small group of graduate students coped with the stresses of learning at a distance over the course of the three to five years in which they were enrolled in their program of study. The study used a model of transition to examine how their coping responses changed as they moved into, through, and out of their program. It also assessed the students' perceptions of the "adult student friendliness" of the educational institution offering the program. The findings portrayed a "roller coaster ride" for these online students, whose somewhat limited initial coping strategies eventually became more adaptive. The findings suggested that adult educators who teach in online programs might benefit from looking to the field of transition counselling for help in addressing their students’ coping needs, as well as to the attributes of online communication as a way of maximizing support services for these students.
TL;DR: Menec et al. as discussed by the authors examined the relationship between the participation of older adult learners in educational activities and successful aging and found that participation in learning activities has positive effects on successful aging.
Abstract: This article examines the relationship between the participation of older adult learners in educational activities and successful aging. In partnership with seniors’ organizations, focus-group interviews were conducted on seniors’ involvement in learning and their perceptions of its influence on successful aging. Successful aging is defined in terms of health, life satisfaction and happiness, and physical and cognitive functioning (Menec, 2003). The study was exploratory, but the results suggest that participation in educational activities has positive effects on successful aging and potentially contributes to both physical and psychological well-being. Connections are also made to activity-theory studies (Menec, 2003), lifespan theory (Baltes, 1997; Heckhausen & Schulz, 1995), and adult education studies on older adults (AARP Survey on Lifelong Learning, 2000; Thompson & Foth, 2002; Withnall, 2002). The authors conclude by suggesting a framework for thinking about older adults’ participation in learning activities and successful aging.