This article explores the ways in which learning itself is a form of organizational change and, as such, supports organizational readiness for change. The study considers a continuing education unit within a major Canadian university that managed to transform its decentral ized and independent student records and administration system (student registration, student financials, student academic records) by merging into the university’s central student management system. The technological implementation and transformation took place over 18 months and was enabled by a series of formal committees and working groups, involving a wide range of members across the university’s communities and within the continuing education unit. The empirical data consist of responses given during in-depth interviews with a set of participants involved in the change initiative and technology implementation. Managers’ reactions to and reflections on organizational change figure prominently in the research findings and discussion. The article aims to show that creating an environment for sustainable organizational change in higher education, and perhaps more generally, is supported by recognizing that learning itself is change, and that workplace learning may therefore help to create organizational readiness for change.
{"title":"Learning Is Change: Creating an Environment for Sustainable Organizational Change in Continuing and Higher Education.","authors":"Christie Schultz","doi":"10.21225/D5602Q","DOIUrl":"https://doi.org/10.21225/D5602Q","url":null,"abstract":"This article explores the ways in which learning itself is a form of organizational change and, as such, supports organizational readiness for change. The study considers a continuing education unit within a major Canadian university that managed to transform its decentral ized and independent student records and administration system (student registration, student financials, student academic records) by merging into the university’s central student management system. The technological implementation and transformation took place over 18 months and was enabled by a series of formal committees and working groups, involving a wide range of members across the university’s communities and within the continuing education unit. The empirical data consist of responses given during in-depth interviews with a set of participants involved in the change initiative and technology implementation. Managers’ reactions to and reflections on organizational change figure prominently in the research findings and discussion. The article aims to show that creating an environment for sustainable organizational change in higher education, and perhaps more generally, is supported by recognizing that learning itself is change, and that workplace learning may therefore help to create organizational readiness for change.","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132008247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study provides insight into how highly rated instructors approached teaching compressed summer session courses, and offers a set of best practices that others might use when teaching in similar settings. Top-rated instructors indicated differences in the way they taught compressed-format summer session courses, with respect to course planning, classroom instruction, student assessment, and interaction with students. The study is of value to continuing educators, as universities are increasingly challenged to think about flexible delivery models, including teaching and learning in compressed formats.
{"title":"Teaching Compressed-Format Courses: Teacher-Based Best Practices.","authors":"William J. Kops","doi":"10.21225/D5FG7M","DOIUrl":"https://doi.org/10.21225/D5FG7M","url":null,"abstract":"This study provides insight into how highly rated instructors approached teaching compressed summer session courses, and offers a set of best practices that others might use when teaching in similar settings. Top-rated instructors indicated differences in the way they taught compressed-format summer session courses, with respect to course planning, classroom instruction, student assessment, and interaction with students. The study is of value to continuing educators, as universities are increasingly challenged to think about flexible delivery models, including teaching and learning in compressed formats.","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122365407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Cultivating Social Justice Teachers: How Teacher Educators Have Helped Students Overcome Cognitive Bottlenecks and Learn Critical Social Justice Concepts","authors":"Kevin R. Callahan","doi":"10.21225/D5SS39","DOIUrl":"https://doi.org/10.21225/D5SS39","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133337800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Technology Use and Research Approaches for Community Education and Professional Development","authors":"R. Rush","doi":"10.21225/D5DK6Z","DOIUrl":"https://doi.org/10.21225/D5DK6Z","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129267306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vincent L Salyers, L. Carter, S. Cairns, Luke Durrer
This paper reviews the foundational litera- ture of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners—in particular, nurse-learners. The first case study describes the use of a scaffolding model called Introduction, Connect, Apply, Reflect, and Extend (ICARE) in e-learning for nursing education. The second is a reflection on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context. Because nursing educators were among the early adopters of e-learning, they are important mentors to others who are adopting e-learning strategies at this time. Additionally, the paper is a crossroads publication: it reminds the reader of the imperative to review theory and emerging evidence related to e-learning and to bring key findings to the actual practice of e-learning in order to benefit the adult student. This commitment to theory and practice will enable the evolution of e-learning for all learners, including returning adult learners and working professionals. Keywords: scaffolding, instructional design, interaction, best practices, engage- ment, adult education, working profes- sionals, e-learning.
{"title":"The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education","authors":"Vincent L Salyers, L. Carter, S. Cairns, Luke Durrer","doi":"10.21225/D59S3Z","DOIUrl":"https://doi.org/10.21225/D59S3Z","url":null,"abstract":"This paper reviews the foundational litera- ture of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners—in particular, nurse-learners. The first case study describes the use of a scaffolding model called Introduction, Connect, Apply, Reflect, and Extend (ICARE) in e-learning for nursing education. The second is a reflection on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context. Because nursing educators were among the early adopters of e-learning, they are important mentors to others who are adopting e-learning strategies at this time. Additionally, the paper is a crossroads publication: it reminds the reader of the imperative to review theory and emerging evidence related to e-learning and to bring key findings to the actual practice of e-learning in order to benefit the adult student. This commitment to theory and practice will enable the evolution of e-learning for all learners, including returning adult learners and working professionals. Keywords: scaffolding, instructional design, interaction, best practices, engage- ment, adult education, working profes- sionals, e-learning.","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115979627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Social Mobility and Higher Education: The Life Experiences of First Generation Entrants in Higher Education","authors":"S. Holmes","doi":"10.21225/D5P31Q","DOIUrl":"https://doi.org/10.21225/D5P31Q","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127162874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This issue of the journal contains four papers, including three articles and one report of practice paper, as well as five book reviews. The theme permeating the papers is the exploration of best practices in organizational processes, as well as in teaching and learning in courses and programs related to face-to-face, blended, and online environ-ments for continuing, professional, and higher education. Coming from a slightly different perspective, “Learning is Change: Creating an Environment for Sustainable Organizational Change in Continuing and Higher Education,” by Christie Schultz, examines best practices in organizational change processes that facilitate outstanding learner experiences in continuing education units. The author explores the ways in which learning in and of itself is a form of organizational change that supports organizational readiness for change, through an examina-tion of the challenges and benefits of moving from a decentralized and independent student records and administration system (student registration, student financials, student academic records) to the university’s central student management system. The article demonstrates that creating an environment for sustainable organizational change is supported by recognizing that learning itself is change, and that workplace learning may therefore help to create organizational readiness for change. The four key emerging linked elements of People, Previous Experience, Preparation, and Perspective (the 4Ps) contribute to the success of the change initiative, along with the underlying unifying concept of learning being change—both the “act of learning” and “learners who act.” Through this framework, the author offers practical best-practice observations for sustainable, technology-based organizational change initiatives in continuing and higher education. “The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education” explores best practices Caswell, describes a blended-learning, best-practice model used to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered Practical Nurses (RPNs) in North Bay, Ontario. The program bridges the nurses’ college diploma and a curriculum that enables them to continue to practice nursing as they study. Flexibility, accessibility, partnership, innovation, and excellence in teaching and learning are the hallmarks of this learner-centred, best-practice program model. Through synchronous and asynchronous online technologies, theoretical content is delivered along with face-to-face learning in the clinical settings, facilitated through partnership agreements with learners’ employers. The authors contend that the RPN to BScN blended-learning, best-practice program model demonstrates Nipissing University as a leader in continuing education for RPNs and its commitment to driving change in the field of professional and adult education. All reader
{"title":"Best Practices in Continuing, Professional, and Higher Education","authors":"Atlanta Sloane-Seale","doi":"10.21225/D5K89J","DOIUrl":"https://doi.org/10.21225/D5K89J","url":null,"abstract":"This issue of the journal contains four papers, including three articles and one report of practice paper, as well as five book reviews. The theme permeating the papers is the exploration of best practices in organizational processes, as well as in teaching and learning in courses and programs related to face-to-face, blended, and online environ-ments for continuing, professional, and higher education. Coming from a slightly different perspective, “Learning is Change: Creating an Environment for Sustainable Organizational Change in Continuing and Higher Education,” by Christie Schultz, examines best practices in organizational change processes that facilitate outstanding learner experiences in continuing education units. The author explores the ways in which learning in and of itself is a form of organizational change that supports organizational readiness for change, through an examina-tion of the challenges and benefits of moving from a decentralized and independent student records and administration system (student registration, student financials, student academic records) to the university’s central student management system. The article demonstrates that creating an environment for sustainable organizational change is supported by recognizing that learning itself is change, and that workplace learning may therefore help to create organizational readiness for change. The four key emerging linked elements of People, Previous Experience, Preparation, and Perspective (the 4Ps) contribute to the success of the change initiative, along with the underlying unifying concept of learning being change—both the “act of learning” and “learners who act.” Through this framework, the author offers practical best-practice observations for sustainable, technology-based organizational change initiatives in continuing and higher education. “The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education” explores best practices Caswell, describes a blended-learning, best-practice model used to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered Practical Nurses (RPNs) in North Bay, Ontario. The program bridges the nurses’ college diploma and a curriculum that enables them to continue to practice nursing as they study. Flexibility, accessibility, partnership, innovation, and excellence in teaching and learning are the hallmarks of this learner-centred, best-practice program model. Through synchronous and asynchronous online technologies, theoretical content is delivered along with face-to-face learning in the clinical settings, facilitated through partnership agreements with learners’ employers. The authors contend that the RPN to BScN blended-learning, best-practice program model demonstrates Nipissing University as a leader in continuing education for RPNs and its commitment to driving change in the field of professional and adult education. All reader","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116439891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Fitzgerald, Bev Beattie, L. Carter, Wenda Caswell
Nipissing University in North Bay, Ontario, is currently the only post- secondary institution in that province to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered Practical Nurses (RPNs) through a blended learning model. This program represents a “bridge” from the nurse’s college diploma and offers a curriculum that enables students to continue to practice nursing as they study. Since the program’s inception in 2010, over 500 students have been admitted, attesting to its need. Flexibility, access, partnership, and excellence in teaching and learning comprise the heart of this complex, innovative, and student-centred program. As a blended learning program, it uses synchronous and asynchronous online technologies to deliver theoretical content; these experiences are balanced with face-to-face learning in the clinical setting. Clinical learning is facilitated through partnership agreements with the students’ employers. This paper describes how this RPN to BScN blended learning program has brought Nipissing to a leading edge in continuing education for RPNs. It also demonstrates Nipissing University’s commitment to drive change in the world of professional and adult education.
{"title":"Responsive BScN Programming at Nipissing University: The Continuing Education of Ontario Nurses","authors":"S. Fitzgerald, Bev Beattie, L. Carter, Wenda Caswell","doi":"10.21225/D5288H","DOIUrl":"https://doi.org/10.21225/D5288H","url":null,"abstract":"Nipissing University in North Bay, Ontario, is currently the only post- secondary institution in that province to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered Practical Nurses (RPNs) through a blended learning model. This program represents a “bridge” from the nurse’s college diploma and offers a curriculum that enables students to continue to practice nursing as they study. Since the program’s inception in 2010, over 500 students have been admitted, attesting to its need. Flexibility, access, partnership, and excellence in teaching and learning comprise the heart of this complex, innovative, and student-centred program. As a blended learning program, it uses synchronous and asynchronous online technologies to deliver theoretical content; these experiences are balanced with face-to-face learning in the clinical setting. Clinical learning is facilitated through partnership agreements with the students’ employers. This paper describes how this RPN to BScN blended learning program has brought Nipissing to a leading edge in continuing education for RPNs. It also demonstrates Nipissing University’s commitment to drive change in the world of professional and adult education.","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121389568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Unearthing Canada’s Hidden Past: A Short History of Adult Education","authors":"P. Kolenick","doi":"10.21225/D53896","DOIUrl":"https://doi.org/10.21225/D53896","url":null,"abstract":"","PeriodicalId":404529,"journal":{"name":"Canadian Journal of University Continuing Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128146219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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