Editorial Volume 51 Issue 2

Authors

  • Martha Cleveland-Innes Athabasca University

DOI:

https://doi.org/10.21432/cjlt29118

Keywords:

pedagogy, hyflex education, POUR model, UDL, virtual reality, academic literacy

Abstract

This journal has always supported research about learning, technology, and change. In the evolving landscape of education places and spaces, one truth is still emerging: learning is not confined to a traditional classroom or dictated by curriculum. It is shaped significantly by communities small and large, technologies of many types, and the beliefs and actions of those who teach and learn. Recent studies from Canada, France, Switzerland, and the United States offer a view to the continuing transformational change. Outlined are the problems, the promise, and the increasing complexity of techno-pedagogical reality.

Author Biography

Martha Cleveland-Innes, Athabasca University

Martha Cleveland-Innes is Professor of Open, Digital, and Distance Education at Athabasca University in Canada and Editor-in-Chief of the bilingual Canadian Journal of Learning and Technology. She is the co-author of open source publications The Guide to Blended Learning (2018), Participant Experience in an Inquiry-Based Massive Open Online Course (2022), and Principles of Blended Learning (2024). The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry was recently co-edited by Dr. Cleveland-Innes (Taylor& Francis, 2024). Her research interest areas include 1) online and blended learning, 2) artificial intelligence and online communities of inquiry, 3) higher education reform and lifelong learning, and 4) leadership in education. She is currently Visiting Professor of Pedagogy at Mid-Sweden University (2018-present). For more information, see her Athabasca faculty profile.

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Published

2025-10-17

Issue

Vol. 51 No. 2 (2025): Summer

Section

Editorial

License

Copyright (c) 2025 Martha Cleveland-Innes

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