Bill Muirhead

Addressing the eLearning contradiction: A collaborative approach for developing a conceptual framework learning object

In many universities there seems to be an “eLearning Contradiction” between the expressed need to integrate technology into the teaching-learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO). The object can be viewed at http://innovation.dc-uoit.ca/cloe/lo/cf/ This account is grounded in practical experiences and supported by the research literature. First, we offer a rationale for the development of C-FLO. We then illustrate how an interdisciplinary collaborative perspective enhanced both the process and learning outcomes. The impact of this learning object from both the learners’ and professors’ perspectives is detailed. Collaborative projects such as C-FLO, where professors share resources and expertise to improve student learning, could be a first step toward addressing the eLearning Contradiction.

A Canadian Perspective on the Uncertain Future of Distance Education

Distance education as a field of educational endeavor is at a crucial juncture in its historical development. The notion of learning at a distance has gained wide acceptance across the developed world. Instructors, physically and temporally separated from learners using newly emerging information and communication technologies, are widespread. Most postsecondary institutions have employed, or plan to develop, forms of “distance‐like” educational activities for both campus‐based and remote students. Yet, as acceptance has increased for such learning activities, many distance educators feel that they are no longer recognized as leaders in the emerging field of technology‐enhanced, hybrid, flexible learning environments. This article asks a series of questions which will help to illuminate the challenges facing distance educators at the beginning of the 21st century.

Telecommuting in higher education: faculty perceptions of strategic implications for traditional postsecondary institutions

The number of people telecommuting or teleworking has been increasing steadily in corporate and government organisations. Telecommuting has also seen an increase in higher education due to distance and open universities. Given the availability of technology to support online communication and collaborations, as well as both faculty and student comfort with technology, the use of telecommuting on traditional university campuses as a viable alternative to brick and mortar offices deserves analysis. This study offers a preliminary look from the faculty perspective of the requirements that should be included in the development of a comprehensive telecommuting policy in order for it to provide a competitive advantage for employee recruitment and retention.