Contents

Foreword

Ron Owston

Introduction: A Pan-Canadian Perspective on Blended and Online Learning

Michael Power, Gale Parchoma, and Jennifer Lock

1. A Critique of Course-Delivery Strategies Implemented by Canadian Universities

Michael Power

2. The Role of the Department Chair in Supporting Online Graduate Programs in Education: An Auto-Ethnographical Study of Mentorship and Evaluation

Jay Wilson

3. Graduate Student Online Orientation Programs: A Design-Based Research Study

Jennifer Lock, Yang Liu, Carol Johnson, Jane Hanson, and Alicia Adlington

4. The Effective Use of Text, Visuals, and Audio in Online Graduate Learning

Jane Costello, Pam Phillips, Denise Carew, and Daph Crane

5. Using Participatory Action Research to Support Pedagogical Processes in Postsecondary Online and Blended Spaces

Wendy L. Kraglund-Gauthier

6. Blended Synchronous Learning in One University’s Graduate Programs in Education

Sawsen Lakhal

7. Supporting Authentic Higher Education Through Sustainable Open Learning Design

Kathy Snow

8. What Really Works in a Blended Learning Graduate Program? A Case Study of a Faculty of Education

Maurice Taylor, Shehzad Ghani, and Michael Fairbrother

9. Embodiment and Engagement in an Online Doctoral Research Methodology Course: A Virtual Ethnographic Study

Gale Parchoma, Marlon Simmons, Michele Jacobsen, Dorothea Nelson, and Shaily Bhola

Conclusion: Leading, Not Following, the Reform in Canadian Higher Education

Jennifer Lock and Michael Power

List of Contributors