Martha A. Gabriel

The Demand-Driven Learning Model: A Framework for Web-Based Learning.

This paper reviews recent philosophical debate surrounding the future role and activities of universities in a technological society. In this text, an argument is put forward for academics to take a proactive role in the development and use of technology in the teaching process. For a large segment of the population (working adults) traditional universities have designed, or will need to design, new learning models in order to meet consumer demands. This paper presents the demand-driven learning model (DDLM) as one response to this need. The DDLM was developed as a collaborative effort between academics and experts from private and public industries. A significant contribution of the DDLM is that it provides an explicit statement of a high-quality standard of Web-based learning (WBL); this is defined as Superior Structure. The DDLM is founded in customer demands for quality content, delivery, and service that lead to desired learner outcomes. Prior to presenting this model, a critical review of the pertinent literature in the field of WBL will be presented.

Reciprocal mentorship: an effective support for online instructors

This article presents a reciprocal model of mentoring as an alternative approach to more traditional mentoring models. A mentor, experienced with online course delivery and pedagogy, worked with six online instructors over two academic terms within a reciprocal mentorship model. This model was designed to build a collaborative learning relationship which would benefit each partner. The mentoring was scheduled on a just‐in‐time basis in response to each online instructor’s needs. Study results show that the time commitments required to accomplish the goals of the mentoring project were challenging for participants; that post‐secondary institutions have a responsibility to provide multiple supports (including, for example, mentoring assistance) for faculty members teaching online; and that developing a structured mentoring program could facilitate a more effective reciprocal mentoring process, with benefits for both mentors and mentees.

Evaluation of Web-Based Educational Programs Via the Demand-Driven Learning Model: A Measure of Web-Based Learning

This report describes the development and testing of an online survey to assess Web-based learning (WBL) educational programs. This study extends theoretical work on the Demand Driven Learning Model (DDLM), and provides a test of validity for WBL programs in a variety of applied settings. Three research questions were addressed in this study: Is the DDLM survey valid and reliable? Is the DDLM structure supported in this case of real data? How do the WBL programs compare based on the DDLM? A description of the initial development and analysis of the measure is provided, followed by a description of three participating WBL programs. The process used to develop the model is offered as one example of a collaborative research environment used to construct an appropriate measurement system.

Factors influencing adult learning in technology based firms

The purpose of this study was to examine the impact of applying adult education principles to training in advanced‐technology companies. First, we wanted to identify strengths and weaknesses of the training program’s content and delivery using a framework of adult education principles, in an effort to improve program design, curriculum development, and teaching strategies. Second, this research utilized the framework of the principles of adult learning to identify, describe, and understand various aspects of the program in order to maximize the impact of training on technology‐based firms. Finally, we wanted to identify some of the conditions and factors influencing adult learning in a training program developed specifically for managers in technology‐based firms, in so far as they might inform and provide useful insights for program planners, implementers, and evaluators of management training in technology‐based companies.

The use of technology in Prince Edward Island (Canada) high schools Perceptions of school leaders

The purpose of this paper is to document the perceptions of school leaders regarding the technological use, skills, and attitudes of high school teachers. Using a qualitative research approach, 11 educational leaders from Prince Edward Island (Canada) were individually interviewed. Participants represented the Department of Education, principals, vice-principals, and department heads. Analyzed through the concept of e-leadership, the findings indicated that participants used a growing array of technological tools and activities including Smartboards, flipped classrooms, Prezi, educational apps, YouTube, and teacher blogs. Participants identified lack of time as a possible reason why some teachers were not incorporating technology into student learning. Findings highlight the need for provincial and school district authorities to promote policies aimed at promoting e-leadership among teachers. We insert an appendix to provide descriptions of the technological terms included within the paper.

Children's Spontaneous Vocalisations during Play: Aesthetic Dimensions.

This paper explores the phenomenon of spontaneous vocalisations in the self-chosen, unstructured outdoor play of children aged 3–12. Spontaneous vocalisations encompass the whole range of childrens unprompted, natural, expressive vocal soundings beyond spoken language. Non-participant observations at childcare centres and on elementary school playgrounds anchor this investigation into the nature and extent of childrens spontaneous vocalising, grounded in scholarship that establishes these musical expressions as socially embedded and culturally contingent. Previous research has usually considered these ubiquitous playground soundings from a functional standpoint. Our project examines the potential of applying Dissanayakes artification hypothesis, specifically her five affective aesthetic devices, to examples of childrens vocalisations to make tangible the artistry inherent in these spontaneous soundings. Pedagogical implications are considered.

The Role of Digital Technologies in Learning: Expectations of First Year University Students / Le rôle des technologies numériques dans l’apprentissage : les attentes des étudiants de première année universitaire

A growing literature suggests that there is a disjuncture between the instructional practices of the education system and the student body it is expected to serve, particularly with respect to the roles of digital technologies. Based on surveys and focus group interviews of first-year students at a primarily undergraduate Canadian university and focus group interviews of professors at the same institution, this study explores the gaps and intersections between students’ uses and expectations for digital technologies while learning inside the classroom and socializing outside the classroom, and the instructional uses, expectations and concerns of their professors. It concludes with recommendations for uses of digital technologies that go beyond information transmission, the need for extended pedagogical discussions to harness the learning potentials of digital technologies, and for pedagogies that embrace the social construction of knowledge as well as individual acquisition. Des etudes de plus en plus nombreuses suggerent qu’il existe un ecart entre les pratiques d’enseignement dans le systeme de l’education et la population etudiante desservie, notamment en ce qui concerne le role des technologies numeriques. La presente etude, fondee sur les resultats de sondages et d’entrevues de groupe aupres des etudiants de premiere annee inscrits a une universite canadienne principalement axee sur les etudes de premier cycle, ainsi que sur des entrevues de groupe aupres de professeurs du meme etablissement, explore les ecarts et les concordances entre, d’une part, l’utilisation et les attentes des etudiants relativement aux technologies numeriques dans l’apprentissage en classe et dans les relations sociales en dehors des classes, et, d’autre part, l’utilisation de ces technologies dans les pratiques d’enseignement, les preoccupation et les attentes des professeurs. L’etude se conclut par des recommandations concernant une utilisation des technologies numeriques depassant la transmission de l’information, et la necessite de discussions pedagogiques poussees permettant d’exploiter le potentiel des technologies numeriques dans le cadre de l’apprentissage ainsi que de methodes pedagogiques adaptees a la construction sociale des connaissances et au mode individuel d’acquisition des connaissances.