Documents found
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3682.More information
Online surveys are widely used in social science research as well as in empirical studies of open, online, and distance education. However, students’ responses are likely to be at odds with their actual behavior. In this context, we examined the discrepancies between self-reported use and actual use (i.e., learning analytics data) among 20,646 students in an open, online, and distance education system. The ratio of consistent responses to each of the 11 questions ranged from 43% to 70%, and the actual access to learning resources was significantly lower than self-reported use. In other words, students over-reported their use of learning resources. Females were more likely to be consistent in their responses. Frequency of visits to the open, online, and distance education system, grade point average, self-reported satisfaction, and age were positively correlated with consistency; students’ current semester was negatively correlated with consistency. Although consistency was not maintained between actual use and self-reported use, consistency was maintained between some of the self-report questionnaires (i.e., use vs. satisfaction). The findings suggested that system and performance data should be considered in addition to self-reported data in order to draw more robust conclusions about the accountability of open, online, and distance education systems.
Keywords: open and distance learning, higher education, self-report, inconsistent responding, learning analytics
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3684.More information
During the COVID-19 pandemic, which began to affect Canadian universities and colleges in March 2020, educators were asked to make a sudden transition, or swerve, to teaching remotely. Subsequently, these same teachers made the shift to teaching remotely longer term, through the fall and winter of 2020-21; the pandemic continued to affect higher education into 2022. Through interactive interviews, the authors have woven together the individual experiences of teachers in higher education across Canada, and found that these teachers faced unprecedented challenges, as well as unimagined silver linings. Based on Porges’ (1995) model of polyvagal theory, the authors suggest that digital communities of practice (Donaldson 2020) provided a muchneeded site of social engagement to mitigate trauma in these unprecedented times.
Keywords: pandemic, communities of practice, emergency teaching, remote teaching, higher education
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3685.More information
Research framework: Adoption has existed for many years as an institution that promotes family ties, taking forms that vary based on place, culture and time. However, the ways in which the social actors involved use adoption reveal specific conceptions of the child, the family, affiliations and family relationships. Objectives: This issue aims to identify the evolution of certain social and legislative adoption practices and to discuss the family and identity realities associated with adoption, in order to provide an analysis of how it has changed over time.Methodology: The articles in this issue highlight the many aspects of adoption: not only does it affect a number of different actors (adopters, adoptees and parents of origin), but it also raises concerns and questions of a social, legal and family nature.Results: Adoption is a subject of study at the intersection of several disciplines, including law, anthropology, sociology, psychology and social work. The various cases discussed in this issue also illustrate the importance of reflecting on the implications of adoption for individuals, families and society as a whole.Conclusions: The cases cited in these articles illustrate the need to approach adoption from a dynamic perspective that takes into account the evolution, contexts and changes involved in all the issues associated with it.Contribution: This issue is intended to stimulate reflection, both now and in the future.
Keywords: adoption, filiation, famille, origines, adoption internationale, protection de l’enfance, adoption, filiation, family, origins, international adoption, child protection, adopción, filiación, familia, orígenes, adopción internacional, protección de la infancia
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3686.More information
Research framework: Adoption has existed for many years as an institution that promotes family ties, taking forms that vary based on place, culture and time . However, the ways in which the social actors involved use adoption reveal specific conceptions of the child, the family, affiliations and family relationships. Objectives: This issue aims to identify the evolution of certain social and legislative adoption practices and to discuss the family and identity realities associated with adoption, in order to provide an analysis of how it has changed over time. Methodology: The articles in this issue highlight the many aspects of adoption: not only does it affect a number of different actors (adopters, adoptees and parents of origin), but it also raises concerns and questions of a social, legal and family nature. Results: Adoption is a subject of study at the intersection of several disciplines, including law, anthropology, sociology, psychology and social work. The various cases discussed in this issue also illustrate the importance of reflecting on the implications of adoption for individuals, families and society as a whole. Conclusions: The cases cited in these articles illustrate the need to approach adoption from a dynamic perspective that takes into account the evolution, contexts and changes involved in all the issues associated with it. Contribution: This issue is intended to stimulate reflection, both now and in the future.
Keywords: adoption, filiation, famille, origines, adoption internationale, protection de l’enfance, adoption, filiation, family, origins, international adoption, child protection, adopción, filiación, familia, orígenes, adopción internacional, protección de la infancia
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3687.More information
Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.
Keywords: digital competence, education policies, institutional strengthening, teaching innovation, teaching role
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3688.More information
This paper reports data from a research study and workshop about reclaiming Indigenous sign languages and cultures, and strengthening services for Indigenous deaf children and their families and communities. The purpose of this workshop was for presenters to share their lived experiences and knowledge as deaf and hearing Elders, parents, and youth, including what resources were and were not available to them. Findings revealed themes including the importance of support for accessibility and inclusion from First Nations political and community leadership; the importance of supporting children’s intersectional identities; the need for greater resources for First Nations communities to access services and supports for deaf children; and youth experiences of learning about deaf culture and sign language, and attending deaf schools. These findings also suggested innovative models for including deaf children and their families.
Keywords: deaf children, sign languages, early intervention, Jordan's Principle
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3690.More information
This paper examines employer policies and professional organization guidelines governing teacher use of social media across four Canadian provinces: New Brunswick, Ontario, Saskatchewan, and British Columbia. Findings indicate that current policies and guidance often overlook the nuanced role social media plays in shaping teacher identities, focusing instead on risk management and narrow definitions of professionalism. This study advocates for policies that better reflect the complexities of teacher identity formation within digital spaces, highlighting the need for supportive guidance that empowers educators in their online interactions. By addressing this gap, the study lays a foundation for future research and offers practical implications for teachers, employers, and policymakers committed to fostering constructive digital engagement and teacher identity development.