Search results for author:"Dianne Conrad"
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Open Learning Vol. 18, No. 3 (September 2003) pp. 261–269
In this paper, I take the position that the recently increased "e-talk" permeating our language potentially compromises our field's professionalism by "one-minutizing" learning that uses computer-mediated technologies. In so doing, I discuss...
International Review of Research in Open and Distance Learning Vol. 12, No. 1 (Dec 17, 2010) pp. 109–123
Within the practice of recognizing prior learning (RPL), language issues –writing, the act of capturing language – are critically important facets of portfolio development. Using data drawn from a study of several postsecondary institutions in three ...
Electronic Publishing, Scholarly Communication, and the Canadian Journal of University Continuing Education
Canadian Journal of University Continuing Education Vol. 28, No. 2 (2002) pp. 51–66
A poll of Canadian Journal of University Continuing Education readers to determine format preferences (107 responses) found that only 34% were aware of the online version; 78% did not access it online; 51% wanted paper continued even with full text...
International Review of Research in Open and Distance Learning Vol. 5, No. 1 (Apr 01, 2004)
World Conference on Educational Media and Technology 2001 (2001) pp. 322–323
An online course dies a miserable death amidst learner, instructor, and administrative angst, its brief life illustrating not only the importance of online community but also the conditions in which it can exist. Students' limited energies must be...
Distance Education Vol. 23, No. 2 (October 2002) pp. 197–212
Recent research on online learning has explored the dense fabric of social presence giving us a better understanding of the rhythms of the teaching-learning exchange. Quantitative studies, especially, have concluded with calls for deeper, more...
The Journal of Distance Education / Revue de l'ducation Distance Vol. 20, No. 1 (2005) pp. 1–20
In a multi-year study of a group of learners engaged in online graduate study, I explored the development of learners' sense of community using a variety of data-gathering instruments. An initial questionnaire established learners' pre-program...
Quarterly Review of Distance Education Vol. 9, No. 2 (2008) pp. 139–150
It is important for academic credibility that the process of prior learning assessment and recognition (PLAR) keeps learning and knowledge as its foundational tenets. Doing so ensures PLAR's recognition as a fertile ground for learners' cognitive...
Achieving Flexible Learning through Recognition of Prior Learning Practice: A Case-Study Lament of the Canadian Academy
Open Learning Vol. 25, No. 2 (June 2010) pp. 153–161
Although the recognition of learners' experiential learning toward postsecondary credentials holds the promise of increased flexibility and opportunity for many, especially in the current climate of labour shortage, Canadian universities have been...
Open Praxis Vol. 5, No. 1 (Jan 14, 2013) pp. 41–47
Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what “to do” with that learning when learners present it to traditional institutions for assessment and accreditation....
International Review of Research in Open and Distance Learning Vol. 12, No. 1 (Dec 17, 2010)
The Journal of Distance Education / Revue de l'ducation Distance Vol. 17, No. 1 (2002) pp. 1–19
Discussion of online learning focuses on a study that was conducted among adult learners to investigate learners' interaction with online communities. Highlights include the concept of community; online learning communities; the importance of...
Cognitive, Instructional, and Social Presence as Factors in Learners' Negotiation of Planned Absences from Online Study
The International Review of Research in Open and Distributed Learning Vol. 10, No. 3 (May 27, 2009)
Adult learners value the flexibility and convenience offered to them as online learners, and many learners are required to absent themselves from their online classes during courses in order to accommodate demanding schedules. What factors and...
From Community to Community of Practice: Exploring the Connection of Online Learners to Informal Learning in the Workplace
American Journal of Distance Education Vol. 22, No. 1 (January 2008) pp. 3–23
The study that informs this article investigated how online learners' participation in and perception of their sense of learning community contributed to or affected their relationship to their workplace environment and their workplace colleagues....
American Journal of Distance Education Vol. 16, No. 4 (2002) pp. 205–226
This study was conducted to increase our understanding of learners' perceptions about how the first "class" in an online course should be and to further understand how learners' experiences in the first class contribute to their sense of well-being...
Community, social@presence and engagement in online @?learning (2002) pp. 1–166
In this study, I explored how learners perceived themselves as participants in online learning activities. In following the direction established by the research question—What influences members' contributions to, and participation in, online...
Journal of Interprofessional Education & Practice Vol. 5, No. 1 (December 2016) pp. 59–64
New models of health care delivery such as the patient-centered medical home have emerged to address the Triple Aim of improving the health and the care of patients with the benefit of reducing the cost of quality primary care. The Donabedian...
EdMedia + Innovate Learning 1999 (1999) pp. 1765–1766
How can the teaching-learning process serve distance learners as well as possible? This paper presents a framework for accommodating learners' transitions through the developmental stages associated with the introduction of technologies in learning.
Topics: Developmental Stages
The International Review of Research in Open and Distributed Learning Vol. 16, No. 5 (Sep 29, 2015)
Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and ...
Open Praxis Vol. 6, No. 2 (Apr 23, 2014) pp. 125–133
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance...
Topics: Post Secondary Education