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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