In this paper, we discuss our approach on how to achieve adaptive teaching which leads to a more efficient learner-centered environment. Based on the Felder-Silverman learning styles model, there are four scales for the learning aptitude which are active/reflective learners, sensing/intuitive learners, visual/verbal learners, and sequential/global learners. The different conglomeration of these...

What can the duality of experience of being an online student/ online educator afford? This paper draws on recent literature on reflective practice principles of online learning and teaching to explore experiences from those who have been on both sides — online educators and online students. Educators and online course developers need to hear from student voices in order to inform online pedago...

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., ...

The aim of the study was to examine and reflect on the learning experiences of a neophyte sport psychologist. Over a 9-week applied internship the first author kept a reflective diary that followed Boud’s (2001) three elements of journal writing. Interpretative Phenomenological Analysis (Smith & Osborn, 2003) of the data identified 11 themes from the diary, 8 of which were contextualized in 3 s...

This paper describes Pervasive Cyberinfrastructure for Personalized Learning and Instructional Support (PERCEPOLIS), which leverages technological advances, especially in terms of pervasive computing, to facilitate personalized learning in higher education. Fundamental to PERCEPOLIS are: (a) modular course development and offering, which increases the resolution of the curriculum and allows for...

This article presents a qualitative critical action research of six Grade 12 high school teachers who used Turnitin as part of their assessment processes. Turnitin submissions, one-on-one semi-structured interviews, observation and reflective activities were used for data production/generation. This article concluded that although Turnitin did not help teachers to prevent all learner acts of pl...

Educators in informal settings can be a key part of the learning experience, yet they are often poorly supported as professionals. This study followed the professional development of museum educators who participated in iterative implementation of a new school trip program focused on climate change. The learner-centered pedagogy, inquiry format, and controversial content of this program all pre...

In the first part of this paper the topic of networked learning is approached from the perspective of workers in the knowledge economy who engage in lifelong learning in communities of practice and in formal education. Distributed communities of practice (DCoP) in the knowledge economy are similar in function to networked learning communities (NLCs) in formal education with a stronger focus on ...