State of e-Learning in Canada

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*http://www.ccl-cca.ca/ *http://www.ccl-cca.ca/
 +
 +'''Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada”'''
 +
 +-Motivation for the study, which was funded by the Government, was to understand challenges and benefits of e-learning
 +
 +-E-learning can offer advantages, flexibility, access and delivery potential
 +
 +-There is insufficient planning or vision for the future
 +
 +-The research about the impact of technology on student learning is contradictory
 +
 +-There is lack of evidence based empirical longitudinal studies
 +
 +-There is need to articulate a shared vision for the development and implementation of joint action plan
 +
 +-There is need to fill gap in the research
 +
 +-Data on access, quality, cost, and outcomes needed
 +
 +-There are no benchmarks for e-learning
 +
 +-Data gaps: enrolment (participation, barriers), outcomes (impact, motivation, effectiveness), return on investment (cost), quality (provisions, expenditures, labour market, outcomes)
 +
 +-Even data we have are limited and they are not pan-Canadian (such as internet usage, employee training, computers available, etc.)
 +
 +-Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc.
 +The amount of empirical research is low; was surprised how few studies of this type are out thee
 +
 +-We lack strong pan-Canadian evidence on effectiveness of e-learning
 +
 +-CCL report got lots of responses from different stakeholders; there is a call for more reports; there are lots of positive reviews;
 +
 +-Some criticism, but it is good that so many academics responded to the report so a dialogue started
 +
 +-It is not a bad thing that some of conclusions from the previous report are echoed in this one
 +
 +-We need to be concerned – a federal document “Knowledge matters” has been removed from the government’s site and archived – this says something about directions of the government
 +
 +-Statistics Canada says that if we raise a literacy level by 1%, this would lead to economic benefits of 18.4 billion per year; this is important;
 +
 +-There are no large initiatives in research on e-learning, it is impossible to do pan-Canadian research study
 +
 +-In contrast, the US just announced that each successful grant for developing a new technique which would contribute to new reading comprehension strategies in schools will be awarded $ 20 million; compare this with Canada’s $20,000
 +
 +-Karen Maki: Statistics Canada does not have participation data on continuous and distance education
 +
 +-There is complexity in collecting data
 +
 +-The CCL report emphasizes the importance of pan-Canadian collaboration
 +
 +-Academics and researchers need to work together with practitioners and policy makers
 +
 +-Philip Abrami: We know some things – a successful use of technology needs to be supported; teachers need to integrate it into teaching and not just add it; teachers need to believe in student centered learning: motivation for adult learners
 +
 +-What we need is to synthesize all this and use data collectively
 +
 +- We need to a) identify needs; b) build a tool that supports those needs and teachers and learners; c) show that the tool accomplished (or not) this goal
 +
 +-If we collaborate, we can accomplish this
 +
 +-Brian Campbell: We can collaborate between institutions and establish a network of researchers
 +
 +-Philip Abrami: Students efforts need to be linked to their outcomes
 +
 +-There are excellent motivational designers out there
 +
 +-Evidence based design principles are necessary
 +
 +-Brian Campbell: Our group can develop partnership with researchers and apply for funding to do studies – HEQCO, etc.

Revision as of 12:49, 14 August 2009

Erin Mills, CCL and Philip Abrami, Concordia University – “State of E-Learning in Canada”

-Motivation for the study, which was funded by the Government, was to understand challenges and benefits of e-learning

-E-learning can offer advantages, flexibility, access and delivery potential

-There is insufficient planning or vision for the future

-The research about the impact of technology on student learning is contradictory

-There is lack of evidence based empirical longitudinal studies

-There is need to articulate a shared vision for the development and implementation of joint action plan

-There is need to fill gap in the research

-Data on access, quality, cost, and outcomes needed

-There are no benchmarks for e-learning

-Data gaps: enrolment (participation, barriers), outcomes (impact, motivation, effectiveness), return on investment (cost), quality (provisions, expenditures, labour market, outcomes)

-Even data we have are limited and they are not pan-Canadian (such as internet usage, employee training, computers available, etc.)

-Philip Abrami: My review included articles from scholarly journals but also from newspapers, professional organizations, etc. The amount of empirical research is low; was surprised how few studies of this type are out thee

-We lack strong pan-Canadian evidence on effectiveness of e-learning

-CCL report got lots of responses from different stakeholders; there is a call for more reports; there are lots of positive reviews;

-Some criticism, but it is good that so many academics responded to the report so a dialogue started

-It is not a bad thing that some of conclusions from the previous report are echoed in this one

-We need to be concerned – a federal document “Knowledge matters” has been removed from the government’s site and archived – this says something about directions of the government

-Statistics Canada says that if we raise a literacy level by 1%, this would lead to economic benefits of 18.4 billion per year; this is important;

-There are no large initiatives in research on e-learning, it is impossible to do pan-Canadian research study

-In contrast, the US just announced that each successful grant for developing a new technique which would contribute to new reading comprehension strategies in schools will be awarded $ 20 million; compare this with Canada’s $20,000

-Karen Maki: Statistics Canada does not have participation data on continuous and distance education

-There is complexity in collecting data

-The CCL report emphasizes the importance of pan-Canadian collaboration

-Academics and researchers need to work together with practitioners and policy makers

-Philip Abrami: We know some things – a successful use of technology needs to be supported; teachers need to integrate it into teaching and not just add it; teachers need to believe in student centered learning: motivation for adult learners

-What we need is to synthesize all this and use data collectively

- We need to a) identify needs; b) build a tool that supports those needs and teachers and learners; c) show that the tool accomplished (or not) this goal

-If we collaborate, we can accomplish this

-Brian Campbell: We can collaborate between institutions and establish a network of researchers

-Philip Abrami: Students efforts need to be linked to their outcomes

-There are excellent motivational designers out there

-Evidence based design principles are necessary

-Brian Campbell: Our group can develop partnership with researchers and apply for funding to do studies – HEQCO, etc.

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