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ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND29 About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage et CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND29 About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage etABOUT THE JOURNAL
Home / About the Journal About the Journal Focus and Scope. The Canadian Journal of Learning and Technology (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. DIFFERENCES IN STUDENTS’ PERCEPTIONS OF THE COMMUNITY OF As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la A BRIEF HISTORY OF KNOWLEDGE BUILDING Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations A REVIEW OF THE CANADIAN ENCYCLOPEDIA About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. DOES THE ASSOCIATION OF SOCIAL MEDIA USE WITH PROBLEMATIC Researchers are of the view that students’ attachment to social media may lead to negative consequences such as postponement of their academic work. Yet how social media use is associated with academic procrastination of students is still underexplored. This study ascertained the pathways through which social media use predicted academic procrastination of undergraduate students. INTERNET USE DURING CHILDHOOD AND THE ECOLOGICAL TECHNO Research findings suggest both positive and negative developmental consequences of Internet use during childhood (e.g., playing video games have been associated with enhanced visual skills as well as increased aggression). Several studies have concluded that environmental factors mediate the developmental impact of childhoodonline behaviour.
CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND29 About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage et CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND29 About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage etABOUT THE JOURNAL
Home / About the Journal About the Journal Focus and Scope. The Canadian Journal of Learning and Technology (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. DIFFERENCES IN STUDENTS’ PERCEPTIONS OF THE COMMUNITY OF As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la A BRIEF HISTORY OF KNOWLEDGE BUILDING Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations A REVIEW OF THE CANADIAN ENCYCLOPEDIA About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. DOES THE ASSOCIATION OF SOCIAL MEDIA USE WITH PROBLEMATIC Researchers are of the view that students’ attachment to social media may lead to negative consequences such as postponement of their academic work. Yet how social media use is associated with academic procrastination of students is still underexplored. This study ascertained the pathways through which social media use predicted academic procrastination of undergraduate students. INTERNET USE DURING CHILDHOOD AND THE ECOLOGICAL TECHNO Research findings suggest both positive and negative developmental consequences of Internet use during childhood (e.g., playing video games have been associated with enhanced visual skills as well as increased aggression). Several studies have concluded that environmental factors mediate the developmental impact of childhoodonline behaviour.
CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND29 About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage et CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND29 About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage etABOUT THE JOURNAL
Home / About the Journal About the Journal Focus and Scope. The Canadian Journal of Learning and Technology (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. DIFFERENCES IN STUDENTS’ PERCEPTIONS OF THE COMMUNITY OF As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la A BRIEF HISTORY OF KNOWLEDGE BUILDING Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations A REVIEW OF THE CANADIAN ENCYCLOPEDIA About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. DOES THE ASSOCIATION OF SOCIAL MEDIA USE WITH PROBLEMATIC Researchers are of the view that students’ attachment to social media may lead to negative consequences such as postponement of their academic work. Yet how social media use is associated with academic procrastination of students is still underexplored. This study ascertained the pathways through which social media use predicted academic procrastination of undergraduate students. INTERNET USE DURING CHILDHOOD AND THE ECOLOGICAL TECHNO Research findings suggest both positive and negative developmental consequences of Internet use during childhood (e.g., playing video games have been associated with enhanced visual skills as well as increased aggression). Several studies have concluded that environmental factors mediate the developmental impact of childhoodonline behaviour.
CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
Home / About the Journal About the Journal Focus and Scope. The Canadian Journal of Learning and Technology (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computerSUBMISSIONS
About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VOL. 37 NO. 3 (2011) About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted BREAKING THE ICE: SUPPORTING COLLABORATION AND THE Canadian Journal of Learning and Technology Volume 32(2) Spring / printemps 2006 Breaking the ice: Supporting collaboration and the development of community online CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
Home / About the Journal About the Journal Focus and Scope. The Canadian Journal of Learning and Technology (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computerSUBMISSIONS
About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VOL. 37 NO. 3 (2011) About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted BREAKING THE ICE: SUPPORTING COLLABORATION AND THE Canadian Journal of Learning and Technology Volume 32(2) Spring / printemps 2006 Breaking the ice: Supporting collaboration and the development of community onlineSUBMISSIONS
Submission Preparation Checklist As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines. ARCHIVES | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VOL. 37 NO. 3 (2011) About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” A BRIEF HISTORY OF KNOWLEDGE BUILDING Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted READING IN THE DIGITAL AGE: USING ELECTRONIC BOOKS AS A This study stemmed from a concern of the perceived decline in students’ reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students’ reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and SOCIAL NETWORK ANALYSIS TO EXAMINE INTERACTION PATTERNS IN This paper describes use of social network analysis to examine student interaction patterns in a Grade 5/6 Knowledge Building class. The analysis included face-to-face interactions and interactions in the Knowledge Forum® Knowledge Building environment. It is argued that sociogram data are useful to reveal group processes; in sociological terms, the community lies in the connections among the JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage et MAITRISE D’OUTILS TECHNOLOGIQUES : SON INFLUENCE SUR LA L’utilisation des technologies de l’information et de la communication (TIC) en contexte éducatif est un enjeu important pour les enseignants du préscolaire-primaire et du secondaire au Québec. Dans cette recherche, nous avons examiné dans quelle mesure la maitrise d’outils numériques peut prédire des usages pédagogiquesdéclarés.
CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTER The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. BREAKING THE ICE: SUPPORTING COLLABORATION AND THE Canadian Journal of Learning and Technology Volume 32(2) Spring / printemps 2006 Breaking the ice: Supporting collaboration and the development of community online CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTER The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. BREAKING THE ICE: SUPPORTING COLLABORATION AND THE Canadian Journal of Learning and Technology Volume 32(2) Spring / printemps 2006 Breaking the ice: Supporting collaboration and the development of community online LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. ARCHIVES | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. REMOTE ASSISTIVE TECHNOLOGY TRAINING IN NEWFOUNDLAND AND This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed- and open-ended questions. A BRIEF HISTORY OF KNOWLEDGE BUILDING Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations READING IN THE DIGITAL AGE: USING ELECTRONIC BOOKS AS A This study stemmed from a concern of the perceived decline in students’ reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students’ reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage et MAITRISE D’OUTILS TECHNOLOGIQUES : SON INFLUENCE SUR LA L’utilisation des technologies de l’information et de la communication (TIC) en contexte éducatif est un enjeu important pour les enseignants du préscolaire-primaire et du secondaire au Québec. Dans cette recherche, nous avons examiné dans quelle mesure la maitrise d’outils numériques peut prédire des usages pédagogiquesdéclarés.
CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTER The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. BREAKING THE ICE: SUPPORTING COLLABORATION AND THE Canadian Journal of Learning and Technology Volume 32(2) Spring / printemps 2006 Breaking the ice: Supporting collaboration and the development of community online CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTER The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.ABOUT THE JOURNAL
The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Manuscripts may be submitted either in English or in French. There is no charge or fee to authors for article submission orprocessing.
SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. BREAKING THE ICE: SUPPORTING COLLABORATION AND THE Canadian Journal of Learning and Technology Volume 32(2) Spring / printemps 2006 Breaking the ice: Supporting collaboration and the development of community online LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. ARCHIVES | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. REMOTE ASSISTIVE TECHNOLOGY TRAINING IN NEWFOUNDLAND AND This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed- and open-ended questions. A BRIEF HISTORY OF KNOWLEDGE BUILDING Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations READING IN THE DIGITAL AGE: USING ELECTRONIC BOOKS AS A This study stemmed from a concern of the perceived decline in students’ reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students’ reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were collected from students, teachers, and JOUER POUR APPRENDRE : EST-CE BIEN SÉRIEUX ? …TRANSLATE THIS PAGE Cet article propose une réflexion théorique sur les relations entre jeu (vidéo) et éducation. A partir d’une revue de la littérature et sur la base d’une recherche consacrée à l’étude des joueurs de « jeux de rôles en ligne massivement multijoueurs », ce texte met en avant la complexité dans les sciences de l’éducation penser le jeu comme espace d’apprentissage et MAITRISE D’OUTILS TECHNOLOGIQUES : SON INFLUENCE SUR LA L’utilisation des technologies de l’information et de la communication (TIC) en contexte éducatif est un enjeu important pour les enseignants du préscolaire-primaire et du secondaire au Québec. Dans cette recherche, nous avons examiné dans quelle mesure la maitrise d’outils numériques peut prédire des usages pédagogiquesdéclarés.
CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTERCANADIAN JOURNAL OF ANIMAL SCIENCEINTERNATIONAL JOURNAL OF TECHNOLOGYJOURNAL OF TECHNOLOGY EDUCATIONLEARNING JOURNAL PDFONLINE LEARNING JOURNAL The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology. LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTERCANADIAN JOURNAL OF ANIMAL SCIENCEINTERNATIONAL JOURNAL OF TECHNOLOGYJOURNAL OF TECHNOLOGY EDUCATIONLEARNING JOURNAL PDFONLINE LEARNING JOURNAL The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology. LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.ABOUT THE JOURNAL
Home / About the Journal About the Journal Focus and Scope. The Canadian Journal of Learning and Technology (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computerSUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. ARCHIVES | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.EDITORIAL TEAM
French Editor. Sawsen Lakhal, University of Sherbrooke, Canada. Sawsen is an associate professor at the department of pedagogy of Université de Sherbrooke. She is also the Chair of the research center CRIFPE, UdeS. Since she has been hired at the Université de Sherbrooke, she has received several research grants from SSHRC, FRQSC, and the BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VIEW OF INTERNET USE DURING CHILDHOOD AND THE ECOLOGICAL Internet use during childhood and the ecological techno-subsystem. Genevieve Marie Johnson. Korbla P. Puplampu. Authors. Genevieve Marie Johnson teaches in the Department of Psychology at Grant MacEwan College, Edmonton, Alberta. INTERNET USE DURING CHILDHOOD AND THE ECOLOGICAL TECHNO Research findings suggest both positive and negative developmental consequences of Internet use during childhood (e.g., playing video games have been associated with enhanced visual skills as well as increased aggression). Several studies have concluded that environmental factors mediate the developmental impact of childhoodonline behaviour.
EXAMINING INFORMAL LEARNING USING MOBILE DEVICES IN THE The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses using mobile devices to meet their learning needs CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTERCANADIAN JOURNAL OF ANIMAL SCIENCEINTERNATIONAL JOURNAL OF TECHNOLOGYJOURNAL OF TECHNOLOGY EDUCATIONLEARNING JOURNAL PDFONLINE LEARNING JOURNAL The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology. LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted CANADIAN JOURNAL OF LEARNING AND TECHNOLOGYHOMEABOUTCURRENTARCHIVESANNOUNCEMENTSREGISTERCANADIAN JOURNAL OF ANIMAL SCIENCEINTERNATIONAL JOURNAL OF TECHNOLOGYJOURNAL OF TECHNOLOGY EDUCATIONLEARNING JOURNAL PDFONLINE LEARNING JOURNAL The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology. LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.SUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. THE EFFECTS OF PEER-CONTROLLED OR MODERATED ONLINE Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. ONLINE LEARNING: PRACTICES, PERCEPTIONS, AND TECHNOLOGY The purpose of this study was to examine factors influencing online learning given its rapid growth combined with the necessity to reduce attrition in online classes by providing quality instruction. This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning VIEW OF WHAT IS EDUCATIONAL TECHNOLOGY, ANYWAY? A12 What is educational technology, anyway? A commentary on the new AECT definition of the field. By Denis Hlynka and Michele Jacobsen. Authors. Dr. Denis Hlynka is a professor of educational technology in the Department of Curriculum, Teaching and Learning at the University of Manitoba and the author of a regular column for Educational Technology titled “Looking Forward, Looking Back.” VOL. 37 NO. 3 (2011) An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We’re Doing and Not Doing. Eugene Borokhovski, Robert Bernard, Erin Mills, Philip C Abrami, C Anne Wade, Rana Tamim, Edward Bethel, Gretchen Lowerison, David Pickup, Michael A Surkes. CRITICAL THINKING IN ASYNCHRONOUS ONLINE DISCUSSIONS: A Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. THE INTERPLAY OF CONTENT AND COMMUNITY IN SYNCHRONOUS AND A group of graduate students and an instructor at the University of Saskatchewan experimented with the use of synchronous communication (chat) and asynchronous communication (bulletin board) in a theory course in Educational Communications and Technology for an eight-month period. Synchronous communication contributed dramatically to the continuity and convenience of the class, and promoted LOGIN | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.ABOUT THE JOURNAL
Home / About the Journal About the Journal Focus and Scope. The Canadian Journal of Learning and Technology (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computerSUBMISSIONS
CJLT strives to process submissions in a timely manner and is committed to assigning a decision of decline or send for review within 6 months of receipt. CJLT relies on the support and goodwill of content experts for the double-blind peer-review process and therefore timelines for submission of reviews varies. REGISTER | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY Register. Profile. Login. Yes, I agree to have my data collected and stored according to the privacy statement . Yes, I would like to be notified of new publications and announcements. Yes, I would like to be contacted with requests to review submissions to this journal. Reviewing interests. Login. ARCHIVES | CANADIAN JOURNAL OF LEARNING AND TECHNOLOGY About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning.EDITORIAL TEAM
French Editor. Sawsen Lakhal, University of Sherbrooke, Canada. Sawsen is an associate professor at the department of pedagogy of Université de Sherbrooke. She is also the Chair of the research center CRIFPE, UdeS. Since she has been hired at the Université de Sherbrooke, she has received several research grants from SSHRC, FRQSC, and the BARRIERS TO ONLINE TEACHING IN ELEMENTARY, SECONDARY, AND About. The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. VIEW OF INTERNET USE DURING CHILDHOOD AND THE ECOLOGICAL Internet use during childhood and the ecological techno-subsystem. Genevieve Marie Johnson. Korbla P. Puplampu. Authors. Genevieve Marie Johnson teaches in the Department of Psychology at Grant MacEwan College, Edmonton, Alberta. INTERNET USE DURING CHILDHOOD AND THE ECOLOGICAL TECHNO Research findings suggest both positive and negative developmental consequences of Internet use during childhood (e.g., playing video games have been associated with enhanced visual skills as well as increased aggression). Several studies have concluded that environmental factors mediate the developmental impact of childhoodonline behaviour.
EXAMINING INFORMAL LEARNING USING MOBILE DEVICES IN THE The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses using mobile devices to meet their learning needs This website uses cookies to ensure you get the best experience on ourwebsite. Learn more
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CURRENT ISSUE
Vol. 45 No. 3 (2019): Fall 2019 Published: 2020-04-23EDITORIAL
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Martha Cleveland-Innes, Sawsen LakhalARTICLES
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Design of a private online course (SPOC) on hybrid training for college teaching staff based on the universal concept of learning: case study and practical considerations Nathalie Marceau, Sawsen Lakhal, Aude Séguin * PDF (Français (Canada))*
Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode Anne-Marie Lafortune, Sawsen Lakhal*
Computational thinking in classrooms: A study of a PD for STEM teachers in high needs schools Qing Li, Laila Richman, Sarah Haines, Scot McNary*
At the Edge of the Internet: Teaching Coding and Sustainability toHimalayan Girls
Frances Garrett, Matt Price, Laila Strazds, Dawn Walker*
Open Educational Practices Advocacy: The Instructional DesignerExperience
Michelle Harrison, Irwin DeVriesView All Issues
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The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer applications in education, simulations and gaming, and other aspects of the use of technology in the learning process.Keywords
technologyeducational technologyblended learningpedagogyimpacte-learninginstructional technologyTPACKcase studybook reviewinquirylearningdigital technologyresearchInternetCanadaiPadeducationmobile learninguniversitycollegebenefitassessevaluateMOOCscognitive presencegame designdesignEFLcurriculumyoung learnersCALLIWBCMO _Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie _ | ISSN1499-6685
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