Browsing by Author "Stokes, Joe"

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Academic success courses at Ontario colleges: a qualitative analysis of syllabi
(2020-07-01) Parsons, Jesse A.; Campbell, Brian; Hunter, Bill; Stokes, Joe
Ontario Colleges expanded enrolment and reached into populations that traditionally did not attend post-secondary (Rae, 2005). The challenge has been to support students who were not prepared for college-level academic work (Habley, Bloom & Robbins, 2012). Lennon, Skolnik and Jones (2015) pointed out that colleges have been providing curriculum arguably of high school equivalency. First-semester academic success courses have been a curricular response to these challenges. Academic success courses are a combination of learning skills, involvement, metacognition, motivation, and self-regulated learning (Tebe, 2007; Burchard & Swerdzewski, 2009; Rasmussen, 2013; Hoops, Yu, Burridge & Wolters, 2015). There does not exist a set or taxonomy of skills and student development concepts described in academic success course outlines from across the Ontario colleges. To fill this gap, I qualitatively categorized skills and student development concepts described within academic success course outline documents from across Ontario. The first step was a comprehensive scan of college program websites to determine the programs that incorporated an academic success course. Fifty-nine course outline documents were acquired for a content analysis of course descriptions and learning outcomes. The categorization of skills and concepts was based on a synthesis of literature on academic success, academic competencies, and the demands of industry. 304 programs incorporated an academic success course. Academic success courses were used in all college credentials. Results suggested that courses are widely used, though less so in the advanced credentials. Some courses were structured generically and applied across a range of programs while other courses were offered within programs using discipline specific language (e.g., business, heath). A qualitative content analysis revealed dominant course themes of academic skills and personal development. Learning outcomes seldom expressed reading and writing skills. Learning outcomes seldom expressed connecting to the college environment or services. Learning outcomes seldom expressed aspects of resourcefulness or resiliency. Recommendations for curriculum designers to address gaps in learning outcomes are offered. Further research is suggested to clarify the nature and use of academic success courses at the Ontario colleges.
Analysis of the Integration of Universal Design for Learning (UDL) in PowerPoint Artifacts in an Ontario College Trades Course
(2020-12-01) Christopher, Deandra; Stokes, Joe; Barber, Wendy
Through a quantitative case study analysis of learning artifacts used in a skilled trades course at an Ontario community college, this research project examined PowerPoint presentation artifacts designed by a college instructor and assessed how they aligned with principles of UDL and the tenets of UDL curriculum design. Specifically, the artifacts were examined using the overarching three principles of the Center for Applied Special Technology’s UDL framework: (a) multiple means of representation (b) multiple means of action & expression and (c) multiple means of engagement, and within each of these then examined the four tenets of curriculum design (i) goals (ii) methods (iii) materials (iv) assessments.
Exploring the perceptions and concerns of Canadian international students (IS)
(2023-07-01) Parmar, Nagina; Hunter, William; Stokes, Joe
Higher education institutions may not fully understand the challenges faced by international students (IS), such as housing, mental health, and discrimination. The present study looked at factors that influence IS’s decision to study abroad, using a push-and-pull framework. The study began after approval from Ontario Tech and Toronto Metropolitan University ethics boards. 95 students completed an online questionnaire and 10 were interviewed for more details. Our findings suggested various factors, which can either attract or deter IS, and impact their decision to pursue their education in this country. Information collected will be used to shape policies and practices at participating universities.
"IS THE UNI FUN?": can transactional distance theory be used as a theoretical framework in understanding the chat content of a university moderated Facebook page?
(2011-08-01) Stokes, Joe; Dejardins, Francois; VanOostveen, Roland
Social Networking sites are being used by post-secondary institutions to engage their prospective and current student populations. The communication that results from these online interactions can be placed within the context of the theory of transactional distance; a widely accepted framework for understanding distance education. This study looked at Facebook wall chat posts on a university moderated Facebook fan or like page over a 2 year period. Chat posts were then categorized by transaction type to fit within a transactional distance model. As a result of the research, it was found that transactional distance can be an acceptable framework for understanding Facebook Communication. By applying properties of transactional distance, moderators of post-secondary Facebook pages can engage further the users who are active within their social networking communities.