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  1. Home /
  2. Archives /
  3. Vol 41 No 2 (2015)

Published: 2015-06-07

Editorial

  • Editorial / Éditorial
    Heather Kanuka
    • PDF

Articles

  • Implementing Game Design in School: A Working Example | Mise en œuvre de la conception de jeu à l’école : un exemple pratique
    Dani C. Herro
    • PDF
  • Does Simulator Sickness Impair Learning Decision Making While Driving a Police Vehicle? | Le mal du simulateur: un frein à l’apprentissage de la prise de décision en conduite d’un véhicule de police?
    Eve Paquette, Danielle-Claude Bélanger
    • PDF
  • Prevailing Lexical-stylistic Features in Emirati Language Learners’ Digital Discourse | Caractéristiques lexicales stylistiques dominantes dans le discours numérique des apprenants en langue émirienne
    Tsoghik Grigoryan
    • PDF
  • Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle
    Lindsay P. Galway, Barbara Berry, Timothy Takaro
    • PDF
  • Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage à l’aide de l’instruction en classe inversée
    Amber Danielle Mazur, Barbara Brown, Michele Jacobsen
    • PDF

Book Review

  • Book Review of Online Learning and Community Cohesion: Linking Schools
    Clare Brett
    • PDF
Language
  • English
  • Français (Canada)

About

The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer applications in education, simulations and gaming, and other aspects of the use of technology in the learning process. 

 

University of Alberta Library Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie
| ISSN 1499-6685
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