The Journal of Distance Education is an international publication of the Canadian Network for Innovation in Education (CNIE). Its aims are to promote and encourage Canadian scholarly work in distance education and provide a forum for the dissemination of international scholarship.
Investigating the Effects of Technology-Assisted Instruction on Cégep Students by Helen Stavaris, M. Ed. and Dawson teacher
Higher Education: The Online Teaching and Learning Experience by Betty A. Barr and Sonya F. Miller
This article will address online education, its strengths, limitations, online teaching tools, professional development, best practices, and an evaluation of a personal online experience.
Reflecting on Literacy Practices: Using Reflective Strategies in Online Discussion and Written Reflective Summaries by Joan Pedro, Theresa Abodeeb-Gentile and Ann Courtney
A Case Study of E-Tutors’ Teaching Practice: Does Technology Drive Pedagogy? By Hsueh-Hua Chuang
This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped e-tutors’ teaching practices in cyberspace.
The Canadian Institute of Distance Education Research – CIDER – is a Centre for Distance Education research initiative at Athabasca University – Canada’s Open University.
Online Student Support Services: A Case Based on Quality Frameworks by Carole E. Goodson and al., University of Houston
Expansion of online teaching and learning has fostered the creation of numerous standards and frameworks to evaluate and promote quality in online instruction and learning. Review of these standards showed that there is consistency in indicators of quality for online programs. One indicator, student support, was selected for study.