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Editorial / Éditorial
dimanche 22 décembre 2013 par Heather Kanuka
Learning Analytics : Readiness and Rewards / L’analyse de l’apprentissage : état de préparation et récompenses
dimanche 22 décembre 2013 par Norm Friesen
This paper introduces the relatively new field of learning analytics, first by considering the relevant meanings of both “learning” and “analytics,” and then by looking at two main levels at which learning analytics can be or has been implemented in educational organizations. Although turnkey (...)
Examining Informal Learning using Mobile Devices in the Healthcare Workplace / Examen de l’apprentissage informel par l’utilisation d’appareils mobiles dans le milieu des soins de santé
dimanche 22 décembre 2013 par Dorothy (Willy) Fahlman
The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this (...)
Student Perceptions of Using Tablet Technology in Post-Secondary Classes / Perceptions des étudiants quant à l’utilisation des tablettes électroniques dans les classes universitaires
dimanche 24 novembre 2013 par Colin F Mang, Leslie J Wardley
This paper assesses students’ attitudes towards using tablets, such as the Apple iPad, in university classes. Tablets are found to be a substitute for laptop computers. Students initially expressed a great deal of optimism regarding the technology, and, although their views diminished slightly (...)
The reality of assessing ‘authentic’ electronic portfolios : Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level ? / L’évaluation d’e-portfolio « authentiques »
dimanche 24 novembre 2013 par Eva Mary Bures, Alexandra Barclay, Philip C Abrami, Elizabeth J Meyer
This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to (...)
Editorial / Éditoiral
mercredi 4 septembre 2013 par Heather Kanuka
Elementary students’ affective variables in a networked learning environment supported by a blog : a case study / Variables affectives des élèves du primaire dans un contexte d'apprentissage en réseau soutenu par un blogue : une étude de cas
jeudi 15 août 2013 par Stéphane Allaire, Pascale Thériault, Vincent Gagnon, Evelyne Lalancette
This study documents to what extent writing on a blog in a blended learning environment could influence the affective variables of elementary-school students’ writing. We grounded our framework more specifically in Deci and Ryan’s theory of self-determination. Our research team used both pre and (…)
Screen capture technology : A digital window into students' writing processes / Technologie de capture d’écran : une fenêtre numérique sur le processus d’écriture des étudiants
jeudi 15 août 2013 par Jeremie Seror
Technological innovations and the prevalence of the computer as a means of producing and engaging with texts have dramatically transformed the ways in which literacy is defined and developed in modern society. Concurrently, this rise in digital writing practices has led to a growing number of (...)
Learning Management Systems and Principles of Good Teaching : Instructor and Student Perspectives / Systèmes de gestion de l'apprentissage et principes d'un bon enseignement : Perspectives de l’enseignant et de l’étudiant
samedi 10 août 2013 par Alyssa Lai, Philip Savage
With the prevalence of teaching technologies, studies exploring the use of Learning Management Systems (LMS) in university courses highlight the economic and technical issues of LMS adoption. Yet, few studies explore how LMS functions as a pedagogical tool to support teaching and learning. This (…)
Investigating How Digital Technologies Can Support a Triad-Approach for Student Assessment in Higher Education / Étude des technologies numériques comme appuis à l’évaluation tripartite des étudiants universitaires
jeudi 25 juillet 2013 par Norm Vaughan
The purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach for student assessment in higher education. This triad-approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service (...)
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