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Editorial / Éditorial Volume 49 Issue 3
lundi 3 juin 2024 par Martha Cleveland-Innes
Welcome to volume 49, issue 3 of The Canadian Journal of Learning and Technology (CJLT). CJLT is a decades-old peer-reviewed journal that invites English or French submissions on the research and practice of education, technology, and learning. This bilingual journal is free-of-charge to (...)
The Origins of the Term Distance Education and the Roots of Digital Teaching and Learning
lundi 3 juin 2024 par Olaf Zawacki-Richter
By no means is the digitalization of learning and teaching a new phenomenon (cf. Inglis, et al., 1999). Since the 1960s and 70s, open and distance teaching universities have spearheaded new and emerging technologies to bridge the distance between students and teachers. Since the turn of the (...)
Self-Talk : Musing on Distance Education. (2023)
lundi 3 juin 2024 par Sayantan Mandal, Sheriya Sareen
Self-Talk: Musings on Distance Education is a compilation of blogs and a series of reflective writings written by the author on open and distance learning (ODL) and online learning, accounting for over three decades of his experience. The cornucopia of his ideas and anecdotes pertains to the (...)
Digital Wellness Framework for Online Learning
lundi 3 juin 2024 par Agnieszka Palalas, Mae Doran
The ever-changing digital context, digital habits and pressures, demands and practices, often contribute to online learners experiencing burnout, stress, fatigue, sleep deprivation, cognitive overwhelm, and work-life imbalance, just to mention a few issues identified in literature. With the (...)
Learners’ Perceptions of Synchronous Written Corrective Feedback in Videoconferenced Collaborative Writing
lundi 3 juin 2024 par Kevin Papin, Gabriel Michaud
Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this (...)
The Uses of X/Twitter by Members of the TESOL Community
lundi 3 juin 2024 par Kent K. Lee, Marilyn L. Abbott, Shiran Wang, Jacob Lang
A lack of dialogue and collaboration between researchers and practitioners has been recognized in the field of second language education. Social media platforms such as X/Twitter have potential for connecting professionals in the teaching of English to speakers of other languages (TESOL) (...)
Exploring Students’ Perception of Quizizz as a Learning Media in Higher Education
lundi 3 juin 2024 par Harun Sitompul, Retno Sayekti, Sri Rahmah Dewi Saragih, Salminawati
The use of game in education has been evidenced to improve students’ engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has (...)
Editorial
mardi 6 février 2024 par Simon Collin, Nicolas Guichon
This special issue follows the RUNED 22 conference: Critical Perspectives on Digital Technology in Education and Training – Political, Social, and Economic Issues, which took place in May 2022 at the Université du Québec à Montréal. This scholarly event aimed to examine the current state and (...)
Digital Technology as a Total Social Fact
mardi 6 février 2024 par Pascal Plantard, Matthieu Serreau
This article questions personal and collective dimensions of the appropriate processes of digital technologies used by teachers, students, and families by focusing on the evolution of their digital practices during the COVID-19 lockdowns of 2020 to 2022 in France. A qualitative approach by (...)
Political Issues of “All-Digital” in Schools and Teacher’s Power to Act
mardi 6 février 2024 par Carine Aillerie, Théo Martineaud
From the viewpoint of information and communication sciences and in line with the sociocritical approach proposing to analyze digital uses in education with regard to their sociocultural contexts of production (Collin et al., 2015; Denouël, 2019), this study raises the question of the reality (...)
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