Editorial / Éditorial Volume 51 Issue 1.
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| Title: | Editorial / Éditorial Volume 51 Issue 1. |
|---|---|
| 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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| FullText | Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189125013 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Editorial / Éditorial Volume 51 Issue 1. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cleveland-Innes%2C+Martha%22">Cleveland-Innes, Martha</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Learning+%26+Technology%22">Canadian Journal of Learning & Technology</searchLink>. Summer2025, Vol. 51 Issue 2, p1-1. 1p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+technology%22">Information technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Open+learning%22">Open learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br /><searchLink fieldCode="DE" term="%22Web+accessibility%22">Web accessibility</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+communities%22">Virtual communities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189125013 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.21432/cjlt29118 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: 1 Subjects: – SubjectFull: Learning Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Information technology Type: general – SubjectFull: Open learning Type: general – SubjectFull: Distance education Type: general – SubjectFull: Web accessibility Type: general – SubjectFull: Virtual communities Type: general Titles: – TitleFull: Editorial / Éditorial Volume 51 Issue 1. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cleveland-Innes, Martha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Summer2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14996677 Numbering: – Type: volume Value: 51 – Type: issue Value: 2 Titles: – TitleFull: Canadian Journal of Learning & Technology Type: main |
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