Search results for author:"Gale Parchoma"
Total records matched: 16 Search took: 0.118 secs
University of Saskatchewan
International Review of Research in Open and Distance Learning Vol. 8, No. 2 (Jun 09, 2007)
Faculty integration of computer@-mediated@learning technologies into teaching praxis (2007) pp. 1–256
The purpose of the study was to examine organizational structural, cultural, pedagogical, and economic (reward system) elements of a traditional research-oriented university for influences on faculty adoption of computer-mediated learning...
Roles and Relationships in Virtual Environments: A Model for Adult Distance Educators Extrapolated from Leadership in Experiences in Virtual Organizations
International Journal on E-Learning Vol. 4, No. 4 (2005) pp. 463–487
In this paper, Larkin and Gould’ s (1999) activity theory methodology for defining work-related roles and Burns’ (1963) analysis of organismic organizational form are merged into a model that describes associate and leadership roles and...
Toward developing teaching, learning, and technology perspectives-in-practice for networked learning
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 3061–3068
In this paper, I pose the question of whether the terms, e-learning, digital learning, online learning, virtual learning environments, technology enhanced learning, computer-supported collaborative learning, and networked learning are synonymous,...
International Journal of Teaching and Learning in Higher Education Vol. 18, No. 3 (2006) pp. 230–240
In this article, Lewin's (1951) social field theory is used as a framework for analyzing the potential for implementing scalable and sustainable e-learning initiatives in the academy. Powerful external economic and social forces coming to bear on...
Technologies for Learning? An Actor-Network Theory Critique of "Affordances" in Research on Mobile Learning
Research in Learning Technology Vol. 19, No. 3 (2011) pp. 247–258
How is the link between learner and technology made in mobile learning? What is the value of the concept of "affordances"? And how does research articulating this concept act to position mobile devices as "technologies for learning"? This literature ...
(1999) pp. 1–185
This study explores Grades 11 and 12 gifted and talented learners' attitudes toward the concept of enrolling in Advanced Placement courses in a virtual learning environment. The research investigates British Columbian student responses to the...
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 4 (2018) pp. 375–382
This article reports preliminary findings of a research project that used participatory action research (PAR) methodology. The PAR methodology gives voice and ownership to prospective students and other stakeholders in the design of a culturally...
The Ethical and Practical Implications of Systems Architecture on Identity in Networked Learning: A Constructionist Perspective
Interactive Learning Environments Vol. 20, No. 3 (2012) pp. 203–215
Through relational dialogue, learners shape their identities by sharing information about the world and how they see themselves in it. As learners interact, they receive feedback from both the environment and other learners which, in turn, helps...
Supporting Creativity in Craft Brewing: A Case Study of iPhone Use in the Transition from Novice towards Mastery
International Journal of Mobile and Blended Learning Vol. 5, No. 3 (July 2013) pp. 52–67
This paper presents a case-study of an individual engaged in the practice of craft brewing and the ways in which his use of a mobile device has supported the informal learning underpinning his transition from novice towards mastery. Through...
Theorizing Blended Simulation Based Medical Education (SBME): A Networked Learning Theory-informed Perspective
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1881–1886
A networked learning theory approach to researching learning experiences focuses on examining “connections between learners, learners and tutors, and between learners and the resources they make use of in their learning. This paper expands on...
Quarterly Review of Distance Education Vol. 18, No. 3 (2017) pp. 33–50
This article considers formal and informal learning activities in massive open online courses (MOOCs). MOOCs are often broadly positioned as either cMOOCs (based on connectivistic pedagogies) or xMOOCs (based on cognitivistic/behavioristic...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1875–1880
Legislative mandates increasingly require medical educators and facilitators to provide evidence of effective instruction that supports improved patient outcomes, care, experiences, and safety (Donaldson, 2009; Department of Health, 2011). Thus the...
A networked learning approach to introducing blended simulation based medical education in a UK National Health Service (NHS) Trust
Gale Parchoma; Jacky Hanson; Armineh Shahoumian; Mike Dickinson; Mark Pimblett; Alison Quinn; James Wilson; Maria Zenios
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 313–314
This symposium includes an overview of a three-year project designed to introduce blended learning into a UK National Health Service trust and research outcomes. The project goal is to introduce innovative simulation-based medical education (SBME)...
Gale Parchoma; Shaunna Joannidou; Justin Bonzo; Chrysoula Themelis; Alex Bell; Jane Davis; Hans Oberg; Debbie Prescott; Enda Toumey; John Wilkinson; Mark Lawson; Barry Avery
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 3055–3060
This roundtable discussion is based on the development a philosophy-in-practice for one module in a doctoral programme, focusing on researching groups and communities in technology enhanced/networked learning environments. The discussion will open...