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Canadian Initiative for Distance Education Research - CIDER

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Canadian Initiative for Distance Education Research - CIDER

Owner: Terry Anderson

Group members: 26

Description:


The Canadian Initiative for Distance Education Research (CIDER) is a research initiative of the Centre for Distance Education, Canada's largest graduate and professional distance education programming provider, at Athabasca University, Canada's Open University.

CIDER sponsors a variety of professional development activities designed to increase the quantity and quality of distance education research. CIDER's professional development scope is broad, ranging from learning and teaching application, issues of finance and access, the strategic use of technology in distance education settings, and other factors that influence distance education in Canada.

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Session: May 7 2014

Distance-Educator.com

The purpose of this study was to compare learning outcomes in a stress management course delivered in an online environment with those in the traditional, face-to-face (F2F) classroom. Learning outcomes assessed were exam scores, perceptions relating to awareness of and ability to handle stress, and self-reported decreases in heart rates following five relaxation exercises. Impact […]
August 29, 2014 - 3:14pm
Numerous studies have been conducted to evaluate differences in online and face-to-face (F2F) student performance. However, relatively little work has been done to evaluate differences in online and F2F student performance at community colleges, which attract different students than 4-year institutions and professional programs. Using multiple and logistic regression models, the authors examined 11 predictors […]
August 29, 2014 - 2:48pm
This study describes interaction patterns observed during a pilot project that explored the use of web-conferencing (WC) software in two undergraduate distance education courses offered to advanced high-school students. The pilot program replaced video-conferencing technology with WC software during recitations, so as to increase participation in the program from schools systems unable to afford the […]
August 29, 2014 - 2:42pm
Four years ago, two online graduate programs at a mid-size university in the western United States implemented ePortfolios to foster communication and connectedness among students and faculty, develop community that extends beyond course boundaries, and promote professional goal formation and achievement among students. This article describes choices made by administrators prior to and during implementation […]
August 29, 2014 - 2:37pm

Our most recent Session

This paper reviews a pilot mobile learning project for English as a Second Language implemented by a unimodal distance education institution to present an argument favouring the use of a distributed leadership approach for sustainability of the project.  The authors’ position is grounded in the literature which suggests that distributed leadership in mobile and distance learning can provide a framework for sustainability of this project.

Wed, 02 Jul 2014

This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.

Mon, 16 Jun 2014

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