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Editorial Volume 51 Issue 3
vendredi 16 janvier 2026 par Martha Cleveland-Innes
This issue provides direction for instructional designers, instructors, policymakers, and leaders of education spaces and systems. Each case is carefully described, and data are detailed and interpreted. Current issues of artificial intelligence and beyond, such as Universal Design for Learning, (…)
Experiential Learning to Support Digital and Artificial Intelligence Literacies in Postsecondary Education
vendredi 16 janvier 2026 par Nadia Delanoy
This mixed-methods study examined how experiential learning theory (ELT) can support the development of digital and artificial intelligence literacies in postsecondary education through the integration of generative artificial intelligence (GenAI) tools. Guided by ELT’s four-stage cycle, (…)
Examining Canadian Undergraduates’ Perspectives with Using GenAI for Learning
vendredi 16 janvier 2026 par Ann-Kathrin Grenz, Soroush Sabbaghan, Michele Jacobsen
The rapid emergence of generative artificial intelligence (GenAI) tools presents new opportunities and challenges for higher education, yet little is known about how undergraduate students choose to engage with these technologies. This study examined Canadian undergraduates’ perspectives on (…)
Exploring University Students’ Experiences and Perceptions of Breakout Rooms in Online Classes
vendredi 16 janvier 2026 par Mariam Farooq, Jay Wilson
This research focuses on the use of breakout rooms in online classes at a private university in Saskatchewan, Canada. It aims to explore factors that contribute to successful collaborative graduate student learning experiences and identify challenges students face during peer-to-peer (…)
An Environmental Scan of Educational Technology Courses in Ontario Teacher Education Programs
vendredi 16 janvier 2026 par Mohammed Estaiteyeh, Wenting Rong
In light of lessons learned from online teaching during the pandemic in 2020 and the rapid advancement of educational technologies, greater attention has been directed toward how teachers are being prepared for future classrooms. In teacher education programs, two main models exist to promote (…)
Extended Writing Performance and Higher-Order Thinking Skills via Flipped Learning
vendredi 16 janvier 2026 par Vanhitha Kernagaran, Amelia Abdullah
This study investigates the impact of process writing and flipped learning on enhancing students' extended essay writing performance and higher-order thinking skills (HOTS). The process writing approach emphasises writing as a recursive activity involving multiple drafts, feedback, and revisions (…)
A Framework for Ethical Online Course Development with Universal Design for Learning
vendredi 16 janvier 2026 par Lorelei Anselmo, Sarah Elaine Eaton
Postsecondary institutions increasingly recognize the importance of designing educational experiences that reflect students' diverse identities and life experiences. As online course enrollment continues to rise, it becomes crucial to address how course design can effectively support this (…)
Editorial Volume 51 Issue 2
vendredi 17 octobre 2025 par Martha Cleveland-Innes
This journal has always supported research about learning, technology, and change. In the evolving landscape of education places and spaces, one truth is still emerging: learning is not confined to a traditional classroom or dictated by curriculum. It is shaped significantly by communities small (…)
Analysing French Teacher Communities Producing Online Resources : Perspectives on teacher agency
vendredi 17 octobre 2025 par Georges-Louis Baron, Solène Zablot
Online resources have become an important reality in education, accompanied by the phenomenon of the production, modification, and wide dissemination of educational resources by communities of teachers. This article explores the situation in France. First, we recall previous research on how (…)
Navigating the HyFlex Horizon : Uncovering Successes and Hurdles in HyFlex Undergraduate Education
vendredi 17 octobre 2025 par Laura Morrison, Robin Kay, Alison Mann, Diane Tepylo, Hannah Atkinson, Iain Brodie
Since the COVID-19 pandemic, the demand for flexible, online learning models has increased in postsecondary education. The HyFlex approach, where students can attend class online or in-person, has emerged as one popular option. However, there remains limited research on implementing HyFlex in (…)
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