Éditorial Volume 50 numéro 3

Auteurs-es

  • Martha Cleveland-Innes Athabasca University

DOI :

https://doi.org/10.21432/cjlt28969

Mots-clés :

éducation en thérapie sportive, IA, stagiaires en mathématiques, résolution collaborative de problèmes, robotique pédagogique, évaluation basée sur la confiance, éducation primaire et secondaire , enseignement postsecondaire, politiques

Résumé

Welcome to Volume 50, Issue 3, of The Canadian Journal of Learning and Technology (CJLT). CJLT is a peer-reviewed journal that has supported research and practice in technology for learning for decades. This bilingual journal is free of charge to anyone with Internet access, is multi-indexed, and is presented in accessible formats. There are no article submission or publication fees.

Amid threats of a trade war and an imminent federal election in Canada, the editorial team completed and released this issue. Discussions about the decline of civil society and the needs of democracies surround us. We are reminded that education plays a crucial role in fostering informed, engaged, and responsible citizens, which is essential for civil discourse and productive civic participation. More broadly, Canadian and global education remains focused on the development needs of individuals and the socioeconomic world. These needs are shaped by the increased use of artificial intelligence tools, as well as the impact of remote learning and learning losses experienced during the COVID-19 pandemic. CJLT continues to provide research addressing education in this evolving landscape of contextual and technological change.

Biographie de l'auteur-e

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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Publié-e

2025-04-04

Numéro

Vol. 50 No. 3 (2024): Automne

Rubrique

Editorial

Licence

© Martha Cleveland-Innes 2025

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.