Wetlands are a dominant component of the western boreal region of Canada. They are comprised primarily of peatlands, wetlands with organic soils. Peatlands vary from acidic bogs to calcareous fens and offer a rich array ...

Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project ...

This presentation presents the theory and practice of Open Learning as implemented in Athabasca University’s Beyond the LMS social networking system. The presentation discusses the motivation , design and challenges ...

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines ...

Traditionally, much institutional self-paced distance learning has been a largely individual activity, offering limited opportunities for teacher-student interaction and almost none for student-student interaction. This ...

Wetlands are a dominant component of the western boreal region of Canada. They are comprised primarily of peatlands, wetlands with organic soils. Peatlands vary from acidic bogs to calcareous fens and offer a rich array ...

Highlights • In Canada’s boreal region, wooded peatlands comprised of bogs, fens, and conifer swamps make up a significant component of the forest land base and many have marketable-size trees. • In parts of eastern ...

Highlights • In the boreal region, knowledge of plant species diversity (richness and rarity) is low compared with other taxa such as birds and mammals. This is particularly true of peatlands, which have a ...

The Athabasca University environment includes a virtual media lab (the e-Lab) which is an integrated website platform for curriculum enhancement and development, social networking, and pedagogical and disciplinary research. ...

This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. ...