Editorial Volume 51 Issue 3

Authors

  • Martha Cleveland-Innes Athabasca University

DOI:

https://doi.org/10.21432/cjlt29281

Keywords:

postsecondary course design, teacher preparation, classroom strategies, emerging technologies

Abstract

This issue provides direction for instructional designers, instructors, policymakers, and leaders of education spaces and systems. Each case is carefully described, and data are detailed and interpreted. Current issues of artificial intelligence and beyond, such as Universal Design for Learning, flipped classrooms, group interaction, and digital literacy, are represented here.

Through the cases, contexts, and findings, this research highlights the evolving intersection of pedagogy, technology, and learner diversity in contemporary education. Across varied contexts of postsecondary course design, teacher preparation, classroom strategies, and emerging technologies, one consistent theme emerges: learning environments must be intentionally designed to support inclusivity, engagement, and ethical practice while leveraging technology in meaningful ways.

Author Biography

Martha Cleveland-Innes, Athabasca University

Martha Cleveland-Innes is Professor of Education Innovation at Athabasca University in Alberta, Canada. She is Editor-in-Chief of the bilingual Canadian Journal of Learning and Technology, and 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 co-edited by Dr. Cleveland-Innes (Taylor& Francis, 2024). As a principal investigator, Martha received funding from SSHRC’s Canada First Research Excellence Fund to study Wellness outcomes and education participation for sick children from marginalized populations (2024–2027). In 2019, she received an Honorary Doctorate from Mid-Sweden University, the Leadership Award from the Canadian Network for Innovation in Education, and later served as a member of the Advisory Group for Digital Literacy with the B.C. Ministry of Advanced Education (2021–2022). Martha was the Virtual Educator in Residence, National University of Singapore (Fall, 2022). She has held major research grants supporting research on the technology-enabled student experience. 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 Vice-President of the Canadian Network for Innovation in Education and Visiting Professor of Pedagogy at Mid-Sweden University (2018–present). For more information, see Athabasca University Faculty.

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Published

2026-01-16

Issue

Vol. 51 No. 3 (2025): Fall

Section

Editorial

License

Copyright (c) 2025 Martha Cleveland-Innes

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