Commentary on "A Review of e-Learning in Canada"

Autor/in	Schwier, Richard A.
Titel	Commentary on "A Review of e-Learning in Canada"
Quelle	In: Canadian Journal of Learning and Technology, 32 (2006) 3, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Stellungnahme; Electronic Learning; Computer Assisted Instruction; Special Needs Students; Educational Research; Gender Differences; Meta Analysis; Technology Uses in Education; Educational Attitudes; Advanced Students; Role; Instructional Design; Social Change; Change Agents; Outcomes of Education; Ethnicity; Race; Religion; Guidelines; Higher Education; Foreign Countries; Teaching Methods; Educational Practices; Canada + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Sonderpädagogischer Förderbedarf; Bildungsforschung; Pädagogische Forschung; Geschlechterkonflikt; Meta-analysis; Metaanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Fortgeschrittener; Rollen; Lesson concept; Lessonplan; Unterrichtsentwurf; Sozialer Wandel; Lernleistung; Schulerfolg; Ethnizität; Rasse; Abstammung; Richtlinien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Kanada
Abstract	In this commentary, Richard Schwier draws observations of what he believes are key issues in e-learning that come directly out of "A Review of e-Learning in Canada." However, much of the commentary is consumed by topics that haven't yet generated the volume or type of research necessary to allow the kind of compressed scrutiny that this type of review and meta analyses are built to analyze. Schwier begins by briefly discussing the notion of evidence-based decision making vs. evidence for whether using technology is a good or bad idea. Next, he notes that the review calls for increased attention to special needs students, academically advanced students, issues of gender, ethnicity/race/religion, and aboriginal education. In order to get at these thorny issues, Schwier suggests that narrative research can offer valuable insights. From here, he proceeds to discuss: what we value as learning outcomes, social software and the shifting responsibility for constructing learning environments, the role played by instructional designers as agents of social change, a repository of failure, a theoretical framework of what makes e-learning tick, and additional research questions. (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