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July 2019 - August 2019
Publications
Publications (136)
This chapter explores the pressing need for innovative pre-service physical education teacher education (PETE) that challenges preservice teachers (PSTs) to take ownership of their learning in broad, collaborative ways that immediately connect their learning processes to other PSTs and local community-based PE resources nationwide. The authors desc...
Participation in 4th Industrial Revolution society is increasingly dependent upon competencies related to the use of digital technologies for a wide variety of purposes. A person’s competence in the use of digital technologies has implications for a wide variety of contexts and situations, including learning in physical as well as virtual spaces, c...
In the past decade, numerous organizations have supported the idea of competencies and skills needed to thrive in the 4th Industrial Revolution (4IR). As early as 2013, Voogt, Erstad, Dede and Mishra indicated that young people must be lifelong learners to prepare for occupations that may not exist as they begin formal higher education. Indeed, the...
This research investigates the impact of Large Language Models (LLMs), such as ChatGPT, on developing academic critique skills among Computer Science undergraduates taking a fourth-year Ubiquitous Computing course. Each week in the course, during the fall of 2023, students will be tasked with critiquing two academic papers. Initially, critiques are...
Pre-service teacher education in physical education (PE) has traditionally followed formats that were heteronormative, ableist, gender-segregated and based on patriarchal dominant cultural norms of sport movement skills [1][2]. In past practices, this has often resulted in teacher education programs repeating pedagogical patterns of the past, favou...
This paper is a qualitative narrative analysis of a journey through a twelve-week, 36-hour graduate level online education class at a Canadian post-secondary university, wherein the professor and twenty-one masters level students, (who were practicing professional teachers and educational leaders in higher education), used principles of authentic a...
Rapid transitions in education rarely occur, yet in recent times, the pandemic caused significant shifts in learning foci across sectors very quickly, as individuals and organizations moved to online settings. Teachers, learners, employers and employees were thrust into new learning and work environments, both asynchronous and synchronous, in a bro...
In the past decade, numerous organizations have supported the idea of competencies and skills needed to thrive in the 4th Industrial Revolution (4IR). As early as 2013, Voogt, Erstad, Dede and Mishra indicated that young people must be lifelong learners to prepare for occupations that may not exist as they begin formal higher education. Indeed, the...
This research examined the experiences and perceptions of educators who created Additional Qualification (AQ) courses, which are professional learning courses certified by the Ontario College of Teachers (OCT) and designed for teachers in the public education system, using the Fully Online Learning Community (FOLC) model as the provocation for chan...
Creating engaging, interactive online learning environments for educator professional learning is central to supporting educators in their work. This research examined the experiences and perceptions of educators who created Additional Qualification courses using the Fully Online Learning Community model (vanOostveen et al., 2016) as the frame thro...
Empirical evidence has demonstrated the benefits of physical activity in preventing chronic diseases and premature death. Unfortunately, there is a global trend of insufficient physical activity, which was aggravated by the recent global pandemic. Although physical education is often used to promote physical activity, the transition to online educa...
The pursuit of student-centred lifelong learning and its subsidiary goals of self-regulated learning and selfdirection have often been pitted in direct opposition to notions of the teacher and teacher-centred education and learning. While the push towards student-centred learning signals a movement away from top-down, dictatorial teaching towards a...
As the world shifts through crisis and technology, teachers have less visible central roles in educational processes. The changing role of the teacher, often seen as a positive development in education, is evidenced by recent theoretical developments in online pedagogies such as the CoI (Community of Inquiry) (1, 2) and the FOLC (Fully Online Learn...
Inclusive accessible physical education (PE) is a critical priority for PE teacher education (PETE). It is clear that UNESCO (2017) guidelines for inclusion and equity in education align with the World Health Organization (WHO; 2010, 2011) recommendations for physical activity for students living with disability (SLWD). Unfortunately, there continu...
Over the past decades, educational pedagogies have been shaped by many theorists and frameworks. For the purpose of this paper, the researchers define educational pedagogy through a lens that is influenced by Paulo Freire. For instance, educational pedagogy can be defined as seeking a balance within the tension between freedom and authority, while...
Dominant ideology in traditional modes of Physical Education (PE) has focused primarily on notions of normativity, physical ability, sport competence and able-bodied approaches to movement. This traditional conceptualization of Physical Education is built on an exclusionary set of ideals, one that removes individuals without idealized body shapes,...
Framed by Benjamin’s (2008) concepts of aura, technological reproduction, and miniaturization, this paper argues that technology provides students with greater opportunities to take control of their learning in ways that were not possible when education took place largely on-campus, in the higher education classroom. Post pandemic, digital technolo...
The pursuit of authentic assessment has challenged educators to redesign and reformulate assessment and evaluation to better meet the needs of digital-era learners. Its primary goal has been to bring more accurate representations of “real world” situations and characteristics to education through assessment. However, these moves toward authentic as...
Over the past decades, educational pedagogies have been shaped by many theorists and frameworks. For the purpose of this paper, the researchers define educational pedagogy through a lens that is influenced by Paulo Freire. For instance, educational pedagogy can be defined as seeking a balance within the tension between freedom and authority, while...
Dominant ideology in traditional modes of Physical Education (PE) has focused primarily on notions of normativity, physical ability, sport competence and able-bodied approaches to movement. This traditional conceptualization of Physical Education is built on an exclusionary set of ideals, one that removes individuals without idealized body shapes,...
1 1 2 3 4 5 6 7 8 Inclusive accessible physical education is a critical priority for physical education teacher education (PETE). Despite the UNESCO (2017) guide for inclusion and equity in education, and the WHO (2010;2011) recommendations for physical activity for persons living with disability (PLWD), there exists an implementation gap in PETE p...
Thriving online: A guide for busy educators focuses on helping educators (secondary school and higher education level) succeed and thrive in blended and online learning settings. Grounded in evidence-based practices and principles, we share diverse and extensive insights on starting out, differentiated learning, learning activities, feedback and as...
Recent world events have shifted our educational focus to a greater emphasis on online learning and working environments. Given the immediate and emergency moves to online learning, the effectiveness of these shifts has come into question in many institutions of higher education. What has become clear is that the longer the pandemic lasts, the more...
Building a sense of community within online learning environments has taken on greater significance during the COVID-19 pandemic, where online learning has become essential given the suspension of in-person classes around the world. Theoretical concepts such as the Community of Inquiry theoretical framework (Garrison et al., 2000) and the Fully Onl...
The Influence of Pre-service
Elementary Teacher Biographies
on Teaching Physical Education
The growing global attention to online learning, particularly in light of COVID-19, has spurred interest in systematic, robust, and pedagogically sound approaches to online learning like the fully online learning community (FOLC) model. FOLC consists of three overlapping dimensions—social presence, cognitive presence, and collaborative learning—whi...
With the growing global attention to online learning, particularly in response to the COVID-19 situation, educators have developed systematic, robust, and pedagogically sound approaches to online learning. This chapter describes one such model, the Fully Online Learning Community (FOLC) model. This model, which may be implemented within fully onlin...
This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian u...
Online learning courses have been mandated for high school students in the province of Ontario, and in light of the COVID-19 situation, much of the K-12 moved to online learning opportunities. It is generally understood that the initial offering of courses did not meet the needs of the learners. In an effort to provide an alternate way forward, the...
This paper is a mixed methods case study measuring student perceptions of a pedagogical strategy called "Digital Moments" (DM) for developing creative interactive online learning communities. The theoretical framework within which this resides is the Fully Online Learning Community (FOLC) model (vanOostveen et al, 2016), based on a foundation of pr...
Participation in 4th Industrial Revolution society is increasingly dependent upon competencies related to the use of digital technologies for a wide variety of purposes. A person’s competence in the use of digital technologies has implications for a wide variety of contexts and situations, including learning in physical as well as virtual spaces, c...
Online learning courses have recently been mandated for high school students in the province of Ontario. While there are few details, it is generally understood that the initial offering of courses may not meet the needs of the learners. In an effort to provide an alternate way forward, the Fully Online Learning Community Model (FOLC) was offered t...
The Organization for Economic Co-operation and Development calls for immediate paradigmatic shifts in how educational institutions and the broader society address employment skills. A wide variety of local and global sources, including trade magazines, government sites, and pan-governmental sites, echo this urgent call, recommending increased empha...
The Fully Online Learning Community (FOLC) model is intended to operate within a co-created Digital Space to (a) reduce transactional distance, and (b) incorporate newcomers into an established learning community. An operationalized version of the General Technology Competency and Use (GTCU) framework was used with a convenience sample of Ontario T...
The Fully Online Learning Community (FOLC) model is intended to operate within a co-created Digital Space to (a) reduce transactional distance, and (b) incorporate newcomers into an established learning community. An operationalized version of the General Technology Competency and Use (GTCU) framework was used with a convenience sample of Ontario T...
The Organization for Economic Cooperation and Development calls for immediate paradigmatic shifts in how educational institutions and the broader society address employment skills. A wide variety of local and global sources, including trade magazines, government sites, and pan-governmental sites, echo this urgent call, recommending increased emphas...
Current research indicates that grit, growth mindset, hardiness and resilience are psychological constructs beneficial to learning [1,2,3]. Furthermore, success in online learning may be mediated by various concepts related to the characteristics of individual learners, thereby affecting how individuals approach the online learning experience, and...
Current research has indicated that resilience, grit and growth mindset are psychological characteristics beneficial to learning (Duckworth, Peterson, Matthews & Kelly, 2007; Kamtsios & Karagiannopoulou, 2012; Yeager & Dweck, 2012). This paper addresses a significant gap in the literature, that being that little research has connected the concepts...
This paper describes a pilot study of online graduate students' responses to a pedagogical strategy for developing social presence in synchronous online graduate courses. This work is grounded in current research on the impact of social presence in the development of interactive, creative online communities. The article describes a teaching strateg...
The first of a series of workshops used to support Additional Qualification course designers/facilitators using the FOLC model.
Other workshop titles in the series include:
FOLC Workshop - Are you ready?
Fully Online Learning Community (FOLC) Readiness Workshop
FOLC Concepts and Processes: Assessment in Online Learning
FOLC Concepts and Processes:...
Redefinition of teaching and learning in the online environment using the Fully Online Learning Community Model
This paper describes a case study using a qualitative ethnographic research methodology that examines the significant role of developing resilience and grit within a pre-service teacher education program. The study site is a Canadian university Faculty of Education paired with a local public school board. Research indicates that attrition rates for...
This chapter is a qualitative exploration of the elements required for full inclusion in physical education classes. The author interrogates traditional notions of physical literacy, disability, physical education and sport pedagogy from the standpoint of disability as a social construct. According to Fitzgerald, contemporary understandings of disa...
A review of current educational literature shows a continued focus on online learning pedagogical philosophies and perspectives as a significant area of research in Canada. While the expectations and demands placed on online learners are continually increasing (Kizilcec & Halawa, 2015), the needs of online learners are also changing (Dabbagh & Bann...
Breastfeeding intentions are usually shaped prior to conception, often as early as adolescence. Secondary school reproductive curriculum may be an appropriate setting to provide breastfeeding information on a population level. The purpose of this pilot study was to investigate the impact of a school-based breastfeeding educational intervention on t...
This case study examines student perceptions of online learning within an undergraduate course (Psychological Foundations of Learning with Digital Technology) at a Canadian university. The learning environment designed for this course was guided by the Fully Online Learning Community model and operationalized using four theoretical pillars: (a) aut...
It was noted that students in Fully Online Learning Community (FOLC)-based programs felt close to each other despite never having been physically co-located (vanOostveen, Childs, Clarkson, & Flynn, 2015). It is postulated that this reported closeness is a result of (a) decreased transactional distance (Moore, 1993) (b) the use of video and audio (w...
In order to participate in the co-creation of the digital space inherent in Fully Online Learning Community (FOLC) environments (vanOostveen, DiGiuseppe, Barber, Blayone & Childs, 2016), learners must be familiar with the types of web-based tools that are available, and how they can
be used to support collaborative learning. Bower (2015) states tha...
The increasing use of computer-based technologies in all sectors of modern economies requiresthat workers be not only capable of using existing technologies but also adept in learning to useemerging technologies as necessary. It is incumbent upon higher education institutions todevelop programmes that will prepare graduates to respond to these chan...
Higher education (HE) is increasingly being called upon to modify and adapt in response to the complexity of the issues faced by contemporary society. With increased pressure to enhance learner access to educational opportunities and address issues of equity regardless of physical location or socioeconomic status (Rohs & anz, 2015), HE institutions...
Post-secondary institutions around the world are increasingly integrating digital technologies in courses and programs. As students and faculty become progressively immersed in an academic digital world, there is growing need to become adept at navigating through digital environments to garner material and virtual resources through utilization of t...
This case study examines student perceptions of online learning within an undergraduate course (Psychological Foundations of Learning with Digital Technology) at a Canadian university. The learning environment designed for this course was guided by the Fully Online Learning Community model and operationalized using four theoretical pillars: (a) aut...
This case study examines student perceptions of online learning within an undergraduate course (Psychological Foundations of Learning with Digital Technology) at a Canadian university. The learning environment designed for this course was guided by the Fully Online Learning Community model and operationalized using four theoretical pillars: (a) aut...
The Global Education Learning Observatory (GELO), currently in development in the Educational Informatics Laboratory (EILab) of the University of Ontario Institute of Technology (UOIT) in Oshawa, Ontario, Canada, is an international online platform enabling individuals and groups in formal and informal educational settings to measure digital compet...
The Global Education Learning Observatory (GELO), currently in development in the Educational Informatics Laboratory (EILab) of the University of Ontario Institute of Technology (UOIT) in Oshawa, Ontario, Canada, is an international online platform enabling individuals and groups in formal and informal educational settings to measure digital compet...
This study profiles the digital readiness of university students in Georgia and Ukraine for fully online collaborative learning, theorized as an educational pathway to democratic transformation. The Digital Competency Profiler was used to gather data from 150 students in Georgia and 129 in Ukraine about their digital competences. The analysis group...
The Digital Competency Profiler (DCP) is an online application for survey- ing the technology preferences and abilities of students in higher education. To explore the DCP as a digital-learning-readiness tool, a mixed-methods research design was developed for relating self-reported digital competencies and online-learning activity. To this end, thr...
This paper presents the Global Education Learning Observatory, GELO, offered as an international platform which can be used to (i) measure digital competencies for individuals or groups in formal educational institutions and informal settings; (ii) provide access to tools that measure digital competencies and readiness for online learning, for indi...
The integration of digital technologies at institutions of higher education are profoundly influencing formal learning on a global scale. Social-constructivist models of fully online learning are well-positioned to address the demands of government, and economic and social-development organizations for civically-engaged individuals with strong prob...
Online learning is having profound effects on institutions of higher education. It has been
reported that in the U.S. in 2013, 33.5% of higher education students took at least one online
course (Allen & Seaman, 2014). While online courses are highly variable with respect to how
they are constructed, ranging from blended learning, where students com...
New directions in higher education demand significant shifts in pedagogy and the effective use of technology for learning. Today, in the 21st Century, the broader goals of post-secondary education— often characterized in terms of a liberal arts orientation—are being shaped by powerful social and economic forces which are increasingly determining th...
Online learning is becoming ever more common in post-secondary education (Allen & Seaman, 2014), with courses and programs offered in fully synchronous (virtual classroom only), fully asynchronous (blog/discussion board, etc. only), or hybrid (combination of synchronous and asynchronous) modalities (Hrastinski, 2008). Regardless of the modality, le...
This paper reports on a pilot project to develop a collaborative partnership between a community college in rural northern Ontario, Canada, and an urban university in the greater Toronto area in Oshawa, Canada. Partner institutions will collaborate to address learning needs of university applicants whose goals are to attain an undergraduate univers...
This brief paper reports on one part of a case study conducted in the Faculty of Education of a mid-sized university in the province of Ontario, Canada. This online course— part of the faculty's Bachelor of Arts in Educational Studies and Digital Technology (BA-ESDT) program—was focused on Problem-Based Learning (PBL); included both synchronous and...
— This paper is a qualitative case study analysis of the development of a fully online learning community of graduate students through arts-based community building activities. With increasing numbers and types of online learning spaces, it is incumbent upon educators to continue to push the edge of what best practices look like in digital learning...
This chapter examines the critical role of physical and mental health as important components of student success and school improvement. The primary theoretical framework is that of Comprehensive School Health, (Anderson, 2002; Guertin, 2007; Laforet-Fleisser & Mitchel, 2002; UNESCO, 2015, WHO, 2005). Such comprehensive approaches to school health...
Experiences in school-based physical education (PE) and activity programs are significant because they can shape a young person’s approach to healthy active living in the present and the future. The messages students receive at school related to ability, size, shape and inclusivity can play a powerful role in shaping their self-image about their ph...
This paper presents the Fully Online Learning Community, FOLC, model, offered as a transitional model for institutions addressing the challenges faced by higher education in terms of developing best practices in pedagogy and the implementation of online learning. Founded on the ideal that education is a fundamental human right, this paper describes...
This paper identifies and explores emergent themes in inclusive PE in the specific context of pre-service teacher preparation programs. Fully inclusive PE encompasses four areas: knowledge and curricula related to ability and disability, teacher attitudes, pre-service teacher education and a reframing of our understandings of multiple perspectives...
In spheres beyond the student achievement literature, the notion of excellence includes consideration not only of the individual behaviors that represent excellence in action, but also the conditions or environments that foster or provide opportunities for growth in this direction. Unless the conditions for excellence to occur are present, this qua...
Over the past thirty years, institutions of higher learning across the world have been increasingly embracing digital technology for teaching and learning. Many institutions have begun to offer mobile, hybrid, and online courses and programs for enhanced relevance and accessibility. Universities and colleges may employ educational digital technolog...
Online learning has a myriad of models and definitions, each with its own pedagogical frameworks, theories, cognitive and social structures. As such, the level of quality in an online learning community is diverse. This large expanse of digital learning environments includes MOOCS, blended learning, distance learning, web-based learning, synchronou...
This paper describes a comparative type of research intended to define more closely the concept of quality in online graduate education courses. This is done by examining how graduate students in two courses identify quality learning experiences and comparing this to the outputs from a quantitative quality measurement administered by the institutio...
The purpose of this qualitative case study is to examine the voices and learning experiences of students in online synchronous graduate courses. Through students' digital artifacts and narrative inquiry, the authors examine the role that student voice plays in developing authentic online communities. The authors argue that transformational digital...
Over the past thirty years, institutions of higher learning across the world have increasingly embraced digital technology for teaching and learning. Many institutions have begun to offer mobile, hybrid, and online courses and programs for enhanced relevance and accessibility. Universities and colleges employ digital technology through learning man...
Online learning is having profound effects on institutions of higher education. Allen &
Seaman (2014) report that in the U.S. in 2013, 33.5% of higher education students took at least
one online course. While online courses are highly variable with respect to how they are
constructed, ranging from blended learning, where students complete in-class...
This chapter examines how the assessment and evaluation practices in higher education are changing and how these changes are prompted by accelerating trends related to technology adoption. As online learning evolves and is more widely embraced in higher education, more attention is being focused on meeting the needs of online learners. One contextu...
