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Athabasca University

Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration

dc:creator Wark, Norine

thesis:degree_name Doctor of Education (EdD) in Distance Education

dc:date2018

Abstract

dc:description

2018-10

Degree

thesis:*

Name thesis:degree_name: Doctor of Education (EdD) in Distance Education
Level thesis:degree_level: doctoral
Discipline thesis:degree_discipline: Centre for Distance Education
Grantor dc:publisher: Athabasca University
Year dc:date: 2018

Author and committee

dc:creator, dc:contributor.*

Author dc:creator: Wark, Norine
Contributors dc:contributor: Ally, Mohamed (Faculty of Humanities and Social Sciences, Centre for Distance Education)
Cleveland-Innes, Martha (Internal; Faculty of Humanities and Social Sciences, Centre for Distance Education)
Bainbridge, Susan (Internal; Faculty of Humanities and Social Sciences, Centre for Distance Education)
Lock, Jennifer (External; Werklund School of Education, University of Calgary

Subjects

dc:subject × 13

Identifiers

dc:identifier.*

Identifier: TC-AEAU-274
OAI record oai:identifier: https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F274

Chain of custody

source

Harvested from: Athabasca University
Base URL: dt.athabascau.ca/oai/request
Last updated: 2026-08-21
Source record: OAI-PMH GetRecord

related terms

citation

Wark, Norine. Shifting paradigms: A critical pragmatic evaluation of key factors affecting learner-empowered emergent technology integration. doctoral thesis, Athabasca University, 2018. http://hdl.handle.net/10791/274

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