November 28, 2014

Call for papers on blended and online learning: Canadian Journal of Higher Education

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A chance to move your research from the ghetto of online learning specialists into a wider audience. This journal is planning a special issue on blended and online higher education: teaching and learning in a wired world.

This special issue will present ‘research on education access and quality learning experiences afforded by online education delivery, in addition to research on use of the Internet for interaction and collaborative engagement previously unavailable to teachers and students.’

Guest editors: Martha Cleveland-Innes, Athabasca University (martic@athabascau.ca); Heather Kanuka, University of Alberta (heather.kanuka@ualberta.ca).

Submission: deadline January 31, 203. Submit article to either editor by e-mail

Further informationhttp://www.cjhe-rces.ca

Comments

  1. Lorraine Carter says:

    I always appreciate the opportunity to share my work broadly and am happy to see that online and blended learning are the focus of the forthcoming edition. That said, I am struck by what I imagine what was intended to be a hook,
    “…to move your research from the ghetto of online learning specialists….” Those of us who have dedicated major components of our careers to online learning surely don’t see ourselves as belonging to any kind of ghetto.

    • Hi, Lorraine

      Many thanks for your comment. Yes, I know most instructional design and support staff do not work in ghettos and are ‘out there’ working hard with instructors and teachers.

      However, having just reviewed several journals reporting online research, the authors seemed to be writing for other researchers rather than for a more general audience of teachers and instructors. Often important results were buried in jargon and equivocation and an assumption of prior knowledge – hence my reference to a ghetto for publications of research in online learning.

      I hope those writing articles for CJHE will bear this in mind – most of their readers are unlikely to be aware of previous research in online learning, and are looking for practical guidelines that they can follow from the research. This does not mean watering down the rigor or the necessary caveats, but stepping back from the paper and thinking what this means for practitioners, in clear and practical terms.

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