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Sense of Irony or Perfect Timing: Examining the Research Supporting Proposed e-Learning Changes in Ontario

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Title: Sense of Irony or Perfect Timing: Examining the Research Supporting Proposed e-Learning Changes in Ontario
Language: English
Authors: Barbour, Michael K., LaBonte, Randy
Source: International Journal of E-Learning & Distance Education. 2019 34(2).
Availability: 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: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
Peer Reviewed: Y
Page Count: 30
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Electronic Learning, Blended Learning, Educational Change, Elementary Secondary Education, Centralization, Online Courses, Educational Research, Evidence Based Practice, Distance Education, Graduation Requirements, Class Size
Geographic Terms: Canada
ISSN: 2292-8588
Abstract: Only weeks before the 2019 annual meeting of the American Education Research Association (AERA) was held in Toronto, Ontario, the provincial government announced a major reform of education for that province entitled "Education that Works for You -- Modernizing Classrooms". From an e-learning perspective the proposal called for a centralization of e-learning, a graduation requirement of four elearning courses, and increasing the class size limit for e-learning courses to 35 students. The AERA call for submissions for the 2020 meeting issued a challenge for scholars to 'connect with organizational leaders to examine collaboratively continuing educational problems... [and] programmatically engaging with educational organizations.' This article accepts that challenge and describes a collaboration between scholars and a pan-Canadian organization to examine the research behind each of these proposed elearning changes. Based on that collaboration, the authors explore the existing system of e-learning in Ontario and highlight the concerning lack of details in many aspects of the proposal, as well as a lack of research to support the proposed actions
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1238293
Database: ERIC
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  Data: Sense of Irony or Perfect Timing: Examining the Research Supporting Proposed e-Learning Changes in Ontario
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  Data: 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: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
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  Data: Only weeks before the 2019 annual meeting of the American Education Research Association (AERA) was held in Toronto, Ontario, the provincial government announced a major reform of education for that province entitled "Education that Works for You -- Modernizing Classrooms". From an e-learning perspective the proposal called for a centralization of e-learning, a graduation requirement of four elearning courses, and increasing the class size limit for e-learning courses to 35 students. The AERA call for submissions for the 2020 meeting issued a challenge for scholars to 'connect with organizational leaders to examine collaboratively continuing educational problems... [and] programmatically engaging with educational organizations.' This article accepts that challenge and describes a collaboration between scholars and a pan-Canadian organization to examine the research behind each of these proposed elearning changes. Based on that collaboration, the authors explore the existing system of e-learning in Ontario and highlight the concerning lack of details in many aspects of the proposal, as well as a lack of research to support the proposed actions
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