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Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie

The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to : learning theory and technology, cognition and technology, in


Articles les plus récents

Analysing an Interactive Problem-Solving Task Through the Lens of Double Stimulation

mercredi 10 août 2022 par Margarida Romero, Sylvie Barma
Problem-solving activities have been studied from a diversity of epistemological perspectives. In problem-solving activities, the initial tensions of a problematic situation led to a cognitive dissonance between conflicting motives and instruments to reach the activity goal. We analyze (...)

Teaching Machines : The History of Personalized Learning, 2021.

mercredi 10 août 2022 par Irina Tursunkulova
Teaching Machines by journalist Audrey Watters blends the historical and political events of 1920-1960s in the United States and the changes in the K-12 school system, chronicling the rapid development of educational technology markets to show the inception and evolution of teaching machines. (...)

A Typology Proposition of Effective Visual Programming Practices

mercredi 10 août 2022 par Simon Parent
This article presents the results of a multiple-case study conducted with 18 primary school students in Quebec, Canada. The objective of this study was to propose a typology of effective visual programming practices of primary school students. In addition to offering a detailed portrait of the (...)

Learning, Technology, and Technique

mercredi 10 août 2022 par Jon Dron
To be human is to be a user, a creator, a participant, and a co-participant in a richly entangled tapestry of technologies – from computers to pedagogical methods - that make us who we are as much as our genes. The uses we make of technologies are themselves, nearly always, also technologies, (...)

Editorial

mercredi 10 août 2022 par Martha Cleveland-Innes; Sawsen Lakhal
The pandemic experience has, to date, been inspiring, illuminating, and challenging for the Canadian Journal of Learning and Technology editors, authors, and reviewers. We are ready to present the following overview of issue (...)

Editorial

lundi 2 mai 2022 par Lakhal Sawsen, Martha Cleveland-Innes
We are pleased to publish the final 2021 issue of CJLT/RCAT which includes five empirical articles and a book review. Articles focus on teacher professional development and the use of technology in teaching and learning in elementary, secondary, and higher education. Collectively, CJLT Volume (...)

Creating Online Learning Experiences : A Brief Guide to Online Courses, from Small and Private to Massive and Open, 2018

lundi 2 mai 2022 par Alicia Cundell
This book is an expanded version of a guide originally written by the lead author, Matt Crosslin, to serve as a resource for faculty. The book shares lessons learned as the author designed Massive Open Online Courses (MOOCs) and other online courses for the now defunct LINK Research Lab at (...)

Assessing Students’ Learning Attitude and Academic Performance Through m-Learning During the COVID-19 Pandemic

lundi 2 mai 2022 par Bamidele Aremu, Olufemi Adeoluwa
Normal 0 false false false EN-US X-NONE X-NONE <![endif]--> This study aimed to assess college of education students’ learning attitude and academic performance in using m-learning during the COVID-19 pandemic. The study employed a pre-test and post-test experimental research design with 50 (...)

Editorial : Volume 47 Issue 2

mercredi 24 novembre 2021 par Sawsen Lakhal, Martha Cleveland-Innes
Collectively, CJLT Issue 2, 2021 brings together the results of research conducted in Europe, Latin America, and Canada. CJLT has supported the advancement of research on teaching and learning with digital technologies in Canada and around the world for many years and will continue to do so in (...)

Attentional Literacy as a New Literacy : Helping Students Deal with Digital Disarray

mercredi 24 novembre 2021 par Mark Pegrum, Agnieszka Palalas
When students learn online, they do so within a wider context of digital disarray, marked by distraction, disorder and disconnection, which research shows to be far from conducive to effective learning. Specific educational issues include a lack of focus, linked to information overload in an (...)

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