Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
This qualitative study focuses on the constructive relationship between direct and indirect contextual forces that impact upon teacher educators. The study assumed an ecological perspective explained by the understanding that not only are teacher educators influenced by their professional context, but also that they have an influence on those same contexts.
Higher education institutions are increasingly incorporating innovation in education into institutional strategic and academic plans. Yet, they grapple with defining and implementing the concept and articulating and measuring the results of their efforts and investments. Drawing from a research foundation and her experience, the author presents a perspective about what innovation is and isn’t in the context of higher education in Canada then provides considerations for creating a culture of innovation and some steps for ensuring that innovation is relevant and meaningful within an organization.
Open education practices is the umbrella term for teaching and learning activities that included creation, use, and reuse of open education resources such as open textbooks, open pedagogies and the sharing of teaching practices. Open textbooks are textbooks that have been funded, published, and licensed to be freely used, adapted, and distributed. Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others. Open Education is part of a broader ecosystem of open (Open Education, yes, but also Open Access, Open Science, Open Data, Open Source, Open Government).
The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of "teaching presence". Teaching presence as described by the framework provides insight into the types of interactions instructors make in online teaching, but is less useful in helping to understand the why’s of instructors’ interactive decisions. In this study, activity theory (Engeström, 1999, 2001) was adopted as a theoretical framework to understand the why’s of teaching presence, revealing a complex negotiation between instructors as subjects and the mediating components of the activity system. The article suggests that a shift to understanding teaching presence within a sociocultural perspective has important implications for teaching and design, as well as the methodologies inherent in the community of inquiry framework. A sociocultural definition of teaching presence is provided in attempt to provide a broader understanding of this construct.
The purpose of this study was to establish a baseline for future years and to: 1. Determine if the JIBC Bachelor of Law Enforcement Studies (BLES) Program students feel they are graduating with the research skills necessary to succeed in their chosen profession. 2. Examine students’ perceptions of how they develop research skills. 3. Inform faculty on the extent to which the JIBC SRSDF has clarified research expectations. 4. Determine the role that students felt the Library has played in developing their research skills
JIBC is well known for the opportunities that the institution provides faculty, staff and students to innovate and adapt to new approaches to enhance teaching and learning (JIBC Relevant Focused Ready- Strategic Plan 2015-2020). Various research supports the value of interdisciplinary programs. However, despite its recognized value, there are relatively few interdisciplinary programs in our institution at the undergraduate level of studies. The learning environment at JIBC is changing rapidly and students are demanding increasing flexibility, mobility and shorter time periods to complete their credentials. The purpose of conducting this action research is to examine the teaching methods (pedagogies) used in the BUS-3110 course where both face-to-face students take the course at the same time as remote students. The research also examines the student’s level of learning experiences and engagement.
The use of open educational resources (OERs) at the Justice Institute of British Columbia (JIBC) seeks to increase accessibility and affordability of education for students. In 2015, the JIBC Law Enforcement Studies Diploma (LESD) program transitioned from being textbook dependent to the creation of Canada’s first Zero-Cost Credential (Zed Cred) program.