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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


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 (...)

Distance Learning and Assessment of Mathematics During COVID-19

lundi 20 septembre 2021 par Melanie Tremblay, Anne-Michèle Delobbe
The SARS-CoV-2 pandemic has resulted in a multitude of measures to counter its spread. These included the closure of schools and an unplanned shift to distance learning. This paper focuses on the teaching-learning-evaluation dynamics (May-June 2020) in mathematics with 311 primary and secondary (...)

Teaching and Learning with Technology During the COVID-19 Pandemic : Highlighting the Need for Micro-Meso-Macro Alignments

lundi 20 septembre 2021 par Joke Voogt, Gerald Knezek
All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at (...)

Editorial : Systemic Perspectives on New Alignments During COVID-19 : Digital Challenges and Opportunities

lundi 20 septembre 2021 par Thérèse Laferrière , Margaret Cox
This overview of the articles presented in this issue considers the digital challenges and opportunities of the systemic perspectives on new alignments resulting from the onset of the COVID-19 pandemic. New challenges and opportunities were addressed by the 13 working groups of EDUsummIT2019 (...)

Approaches and Paradigms for Research on the Educational uses of Technologies : Challenges and Perspectives

lundi 20 septembre 2021 par Georges-Louis Baron, Fluckiger Cédric
The following lines present a reflection started at the EDUsummIT2019 in Quebec City, notably in a working group on desirable research paradigms in the study of educational uses of information and communication technologies. It deconstructs the notion of scaling up innovations and questions the (...)

Learning Leaders : Teaching and Learning Frameworks in Flux Impacted by the Global Pandemic

lundi 20 septembre 2021 par Margaret Cox, Barry Quinn
This article builds on the work of EDUsummIT2019’s thematic working group 2 (TWG2) focus on “Learning as Learning Leaders: How does leadership for learning emerge beyond the traditional teaching models?” Using the well-established theoretical frameworks of Entwistle (1987) and Shulman (1987) the (...)

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