Editorial / Éditorial Volume 51 Issue 1.
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| Title: | Editorial / Éditorial Volume 51 Issue 1. |
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| Authors: | Cleveland-Innes, Martha |
| Source: | Canadian Journal of Learning & Technology. Summer2025, Vol. 51 Issue 2, p1-1. 1p. |
| Subject Terms: | *Learning, *Educational technology, *Information technology, *Open learning, *Distance education, Web accessibility, Virtual communities |
| Abstract: | The article discusses the evolving landscape of education, emphasizing that learning extends beyond traditional classrooms and is influenced by various communities and technologies. It highlights recent studies from Canada, France, Switzerland, and the United States that explore the complexities of techno-pedagogical realities. Key topics include the role of online teacher communities in France, the HyFlex model's challenges in postsecondary education, the application of the POUR model for digital accessibility, the use of virtual reality in immersive learning, and the benefits of social annotation for academic literacy among international students. Collectively, these studies advocate for a flexible and inclusive pedagogical approach that prioritizes the experiences of educators and learners. [Extracted from the article] |
| Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The article discusses the evolving landscape of education, emphasizing that learning extends beyond traditional classrooms and is influenced by various communities and technologies. It highlights recent studies from Canada, France, Switzerland, and the United States that explore the complexities of techno-pedagogical realities. Key topics include the role of online teacher communities in France, the HyFlex model's challenges in postsecondary education, the application of the POUR model for digital accessibility, the use of virtual reality in immersive learning, and the benefits of social annotation for academic literacy among international students. Collectively, these studies advocate for a flexible and inclusive pedagogical approach that prioritizes the experiences of educators and learners. [Extracted from the article] |
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| ISSN: | 14996677 |
| DOI: | 10.21432/cjlt29118 |
