A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions

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Autor/inn/en	Abrami, Philip C.; Bernard, Robert M.; Wade, Anne; Schmid, Richard F.; Borokhovski, Eugene; Tamim, Rana; Surkes, Michael; Lowerison, Gretchen; Zhang, Dai; Nicolaidou, Iolie; Newman, Sherry; Wozney, Lori; Peretiatkowicz, Anna
Titel	A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions
Quelle	In: Canadian Journal of Learning and Technology, 32 (2006) 3, (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; Electronic Learning; Evidence; Barriers; Educational Benefits; Literature Reviews; Content Analysis; Documentation; Coding; Educational Objectives; Educational Practices; Instructional Effectiveness; Educational Policy; Decision Making; Discourse Analysis; Cataloging; Attitudes; Public Opinion; Adult Education; Early Childhood Education; Elementary Secondary Education; Postsecondary Education; Health Education; Predictor Variables; Context Effect; Blended Learning; Conventional Instruction; Technology Integration; Technology Uses in Education; Professional Development; General Education; Special Needs Students; Disproportionate Representation; Distance Education; Information Networks; Internet; Simulation; Computer Mediated Communication; Canada + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Bildungsertrag; Inhaltsanalyse; Dokumentation; Codierung; Programmierung; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Unterrichtserfolg; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Diskursanalyse; Cataloguing; Katalogisierung; Attitude; Einstellung; Verhalten; Öffentliche Meinung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Post-secondary education; Tertiäre Bildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Prädiktor; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Allgemein bildendes Schulwesen; Allgemeinbildung; Sonderpädagogischer Förderbedarf; Distance study; Distance learning; Fernunterricht; Informationsnetz; Simulation program; Simulationsprogramm; Computerkonferenz; Kanada
Abstract	This review provides a rough sketch of the evidence, gaps and promising directions in e-learning from 2000 onwards, with a particular focus on Canada. The authors searched a wide range of sources and document types to ensure that we represented, comprehensively, the arguments surrounding e-learning. Overall, there were 2,042 entries in their database, of which they reviewed 1,146, including all the Canadian primary research and all scholarly reviews of the literature. In total, there were 726 documents included in the review: 235--general public opinion; 131--trade/practitioners' opinion; 88--policy documents; 120--reviews; and 152--primary empirical research. The Argument Catalogue codebook included the following eleven classes of variables: (1) Document Source; (2) Areas/Themes of e-learning; (3) Value/Impact; (4) Type of evidence; (5) Research design; (6) Area of applicability; (7) Pedagogical implementation factors; 8) A-priori attitudes; (9) Types of learners; (10) Context; and (11) Technology Factors. The authors examined the data from a number of perspectives, including their quality as evidence. In the primary research literature, they examined the kinds of research designs that were used. They found that over half of the studies conducted in Canada are qualitative in nature, while the rest are split in half between surveys and quantitative studies (correlational and experimental). When they looked at the nature of the research designs, they found that 51% are qualitative case studies and 15.8% are experimental or quasi-experimental studies. The findings of this review showed that studies that can increase the general understanding of "what works" in e-learning settings are underrepresented in the Canadian research literature. This article discusses the results of the research as well as implications for K-12 practitioners, post-secondary education, and policymakers. (ERIC).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01