Abstract: This article considers the evolution of e-learning and some of the factors that have shaped its implementation. It draws on research conducted in the UK from 2001 to 2008 by the Chartered Institute of Personnel and Development (CIPD) focusing on training and learning in corporate organisations rather than courses offered to students enrolled in educational institutions. The article argues that throughout this period there has been insufficient attention given to the way learning takes place in organisations. It considers the emerging wave of enthusiasm for Web 2.0, concluding that successful current applications of e-learning simply use a more diverse range of tools and approaches.
Keywords: corporate e-learning; learning technology; Web 2.0; social networking;
virtual worlds; Webinars; online support;
Community college systems were established across North America from the early 1960s through the early 1970s. The new systems had two principal models: in one model, the college combined lower-division, university-level general education with technical education programs; in the other, most or all of the colleges were intended to concentrate on technical education. Ontario was the largest of the provinces and states in North America that opted for the second model. Many of the issues that planners confronted when designing these college systems have either persisted or re-emerged in recent years. This article re-examines the debate on the design of Ontario’s colleges that took place when they were founded and considers its implications for the present.
The use of a participant survey, administered at the outset of an online course, can provide information useful in the management of the learning environment and in its subsequent redesign. Such information can clarify participants’ prior experience, expectations, and demographics. But the very act of enquiring about the learner also signals the instructor’s social presence, relational interest, and desire to enter into an authentic dialogue. This study examines the use of participant surveys in online management courses. The first section discusses the informational bridges that this instrument provides. The second section considers survey responses to open-ended questions dealing with student sentiments. This analysis suggests that the survey plays a valuable part in accentuating social presence and in initiating relational bridges with participants.
Keywords: Instructional design; instructional management; social presence; learner engagement; relational dialogue
Drawing mainly from HEQCO’s own research, this @Issue paper:
• Describes how the definition of student success has gradually broadened at Ontario colleges and universities;
• Summarizes some of the underlying institutional and student population factors that also impact on most current measures of student success;
• Provides broad observations about some recent findings as they relate to the awareness, utilization and impact of various student service, course-based and other initiatives designed to promote student success;
• Recommends what can be measured – as well as how and what outcomes can be expected – when it comes to initiatives and interventions designed to improve student success.
In November 2005, the province of Ontario and the federal government signed two historic agreements – the Canada-Ontario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One year later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together to collectively take stock of progress and to explore how partners can help governments move forward with successfully
implementing the agreements.
The symposium, Developing Skills through Partnerships, was co-hosted by Colleges Ontario, the Ontario Chamber of
Commerce, ONESTEP, and the Canadian Policy Research Networks.
Equity and Access to Higher Education?
Participation rates in both university and college vary based on the student’s
family income. That variation is relatively small for college students, but
skews toward children from wealthy families for universities. College students
come almost evenly from the family income quartiles; regardless of
family income, about 25% of students come from each family income quartile.
In contrast, more university students come from wealthy families than
low-income ones. Almost 35% of all university students come from the top
quartile, compared to just under 20% from the poorest quartile.
As laptops become smaller and more ubiquitous, and with the advent of tablets, the idea of taking notes by hand just seems old-fashioned to many students today. Typing your notes is faster — which comes in handy when there's a lot of information to take down. But it turns out there are still advantages to doing things the old-fashioned way.
For one thing, research shows that laptops and tablets have a tendency to be distracting — it's so easy to click over to Facebook in that dull lecture. And a study has shown that the fact that you have to be slower when you take notes by hand is what makes it more useful in the long run.
Abstract
This report presents the results of a study examining the experiences of students with disabilities who graduated from five Ontario colleges between 2007 and 2010. The five colleges were representative of four geographical areas (central, eastern, western and northern) and of differing sizes, from small to large. The study used administrative data obtained from each college’s disability service office to examine two groups: graduates with disabilities (GwD) and graduates without disabilities (GwoD). These groups were compared in order to determine whether GwD required a longer time to graduate than GwoD. Program and academic factors related to the length of time taken to complete the program, such as the type of disability and the use of accommodations and services, were examined. The results show that when graduates with disabilities are compared to a similar group of students without disabilities, they require slightly but significantly more time to graduate. In addition, regression models show that within the GwD population, the credential type, program area, type of disability and GPA score all influence whether a graduate takes extra time to complete his or her program.
It is due to the courage and determination of former students—the Survivors of Canada’s residential school system—that the Truth and Reconciliation Commission of Canada (trc) was established. They worked for decades to place the issue of the abusive treatment that students were subjected to at residential schools on the national agenda. Their persever- ance led to the
reaching of the historic Indian Residential Schools Settlement Agreement. All Canadians must now demonstrate the same level of courage and determination, as we commit to an ongoing process of reconciliation. By establishing a new and respect- ful relationship between Aboriginal and non-Aboriginal Canadians, we will restore what must be restored, repair what must be repaired, and return what must be returned.
Inpreparationforthereleaseofitsfinalreport, the Truthand Reconciliation Commission of Canada has developed a definition of reconciliation and a guiding set of principles for truth and reconciliation. This definition has informed the Commission’s work and the principles have shaped the calls to action we will issue in the final report.
Before you even print off the application forms to request funding for your research project, take some time to review these tips.
SUMMARY OF RECOMMENDATIONS
The OCUFA plan aims to dramatically enhance the quality and affordability of university education in Ontario by 2020 through increased government investment. We are also sensitive to the financial constraints the province is facing. As such, our recommendations reflect both the estimated minimum and maximum cost of our proposals. The Government of Ontario can choose to make a smaller investment as finances dictate. The important thing is that reinvestment begin now.
We recommend:
1. Increasing per-student public investment in universities to the national average by 2020.
Cost in 2013-14: A minimum of $120 million and a maximum of $280 million
2. Bringing the student-faculty ratio to the national average by 2020 by hiring new fulltime
faculty.
Cost in 2013-2014: A minimum of $16 million and a maximum of $110 million
3. Freezing tuition fees and consulting with students, faculty, and administrators on a new
funding framework that preserves quality while ensuring affordability.
Cost in 2013-14: $170 million.
4. Increasing research funding to universities by phasing out ineffective tax credits for private sector research and development.
Cost in 2013-14: No additional cost.
5. Respecting faculty collective bargaining rights.
6. Engaging faculty meaningfully in pension reform.
Headlines surrounding the consideration of race and ethnicity in college admissions are often incomplete and ill-informed, promoting polarization and deflecting attention from practices that promote racial, ethnic, and socioeconomic diversity in higher education. As colleges and universities seek o educate an increasingly diverse American citizenry and achieve the associated educational aims, it is imperative that post- secondary leaders, policymakers, researchers, and members of the media better understand the work and challenges facing institutions in this current legal climate.
This morning I will speak to what we must do next to more effectively address the continuing problem of student attrition in higher education. To do so I will briefly look back on what is now a thirty-year history of research & practice on student retention and reflect on the lessons we have learned over that time. I will argue that we have yet to attend to the deeper educational issues that ultimately shape student success in higher education. Until we do so, our efforts will always be less effective than we desire.
Reading instruction has been reformed successfully in the primary grades, but with no consequent improvement in adolescent literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?
“Without having to miss out on fun, just outsource your test to us, an expert will take it and you will get the awesome grade that you deserve. All at prices you will not believe. How does that sound?”
—Excerpt from one of many results of googling “take my test” This pitch is more than incredibly crass. It is really just outright pimping of hired poseurs to online students willing to “pay for performance.” With the massive growth of online education, such parasitic companies have sprung up like weeds, presenting a serious threat to program integrity.
Ensuring a nation’s capacity to compete in today’s knowledge based economy (KBE) has placed increased attention on each nation’s higher education systems. In order to maintain or develop a highly skilled and qualified workforce, governments must ensure that students have access to higher education. Those responsible in postsecondary education institutions must
ensure that the curricula offered in varied programs of study provide students with opportunities to strengthen and further develop the knowledge, skills, and competencies essential for success in current and future labour markets. Considering the globalization of labour markets, Governments must also ensure that, through assessment of the knowledge, skills and
competencies of their students, they can provide accurate reports and appropriate recognition in documents that describe in commonly accepted terms the graduates’ competencies. It is the identification, measurement, and designation of qualifications that inures transparency of the credential to the benefit of the students/graduates and their institutions, as well as to future
national and international employers.
• Recognition for excellence in polytechnic education.
Mission
• To champion innovation and excellence in career-focussed education, training, and applied research.
• To serve the ever-changing needs of our diverse and growing community.
• To inspire students and employees to strive towards their highest potential.
PREAMBLE
This eBook describes the ten most popular contemporary leadership theories and models. You can use thse as inspiration and a potential toolkit from which you can develop your own leadership style based on your own personality, the task at hand and the team that you are leading.
Over the past 20 years, more than 31 million students have enrolled in college and left without receiving a degree or certificate. Almost one-third of this population had only a minimal interaction with the higher education system, having enrolled for just a single term at a single institution. Signature Report 7 examines the "some college, no degree" phenomenon to better understand the value of some college in its own right and as well as the contribution the "some college, no degree" population can make to achieving college completion goals.
Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviors or attitudes.