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

2018-10

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 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

• Paradigm
• Pedagogy
• Andragogy
• Heutagogy
• Perceptual paradigm
• Behavioural paradigm
• Learner-empowerment
• Paradigm Shift Framework
• Omni-tech taxonomy
• Learner-determined paradigm
• Emergent technology
• Transformative mixed methods
• Critical pragmatism

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