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Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues' (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings.

The Working Together (WT) project involved the design and delivery of an online learning resource for healthcare teams in long-term care (LTC) so that knowledge regarding interprofessional collaborative patient-centred practice (ICPCP) could be readily accessed and then transferred to the workplace. The purpose of this paper is to better understand the process of knowledge translation in continuing education for healthcare professionals by documenting our experiences using Lavis et al.'s (2003) organizing framework for knowledge transfer, and highlighting the impact this approach had on the design, development, delivery, and evaluation of the WT program. Fifty-nine pharmacists, physicians, nurses, and nurse practitioners from 17 LTC homes across Ontario, Canada participated in this project. The effectiveness of the knowledge translation of ICPCP through the WT project was evaluated using the Demand-Driven Learning Model (DDLM) evaluation tool (MacDonald, Breithaupt, Stodel, Farres, & Gabriel, 2002) to assess learners' reactions to the learning resource. Data from quantitative pre-post surveys and qualitative interviews revealed that learners found using the WT online resource to be a satisfactory learning experience, obtained new knowledge and skills regarding ICPCP, transferred knowledge to the workplace, and reported that learning had a positive effect on the residents they cared for. (Contains 2 figures, 4 tables, and 1 note.)

The purpose of this research was to design, develop, deliver, and evaluate an online dementia care program aimed at enabling healthcare teams deliver better service to residents with dementia in continuing (CC) and long-term care (LTC) facilities. A Community-Based Participatory Research (CBPR) orientation (Minkler & Wallerstein, 2003) was adopted and the Demand-Driven Learning Model (DDLM, MacDonald, Stodel, Farres, Breithaupt, & Gabriel, 2001) and the DDLM evaluation tool (MacDonald, Breithaupt, Stodel, Farres, & Gabriel, 2002) were used to evaluate the process and outcomes of the program. Findings showed that learners enjoyed the program and acquired and applied new knowledge and skills that led to a better level of care for the residents they worked with. The research further revealed that there is a desperate need for more accessible training programs on dementia care to ensure residents in CC and LTC homes receive high quality care and are treated with dignity and respect. Recommendations for future online learning initiatives are presented. (Contains 1 table, 1 note, and 1 figure.)

Given the extraordinary interest and growth in eLearning as a learning tool and as an industry, it is not surprising there is lively debate on quality. A research-based and tested eLearning model was used to design and evaluate an online M.Ed. course in order to study factors that influence the quality of an eLearning event. Several data collection methods were used to explore the experiences of key stakeholders in this case study: learners, design team, and instructors. This study reveals that learners engaged in a level of community that best suited their needs. Striving to achieve a "spirit" of community seemed to yield beneficial learning outcomes. This study also explored the tension between structure and flexibility in course design. While skillful planning and extensive organization help create a positive learning environment, the design must also be conducive to rapid re-design as the course progresses in order to respond to learning needs as they emerge. (Contains 1 figure and 2 tables.)

This paper presents a needs analysis conducted to obtain information concerning online dementia care training of healthcare workers in long-term care (LTC) facilities. The resulting information was used to guide the development of an online dementia care training program designed to facilitate the acquisition of skills and knowledge necessary for healthcare teams to deliver better care to the residents with whom they work. Three focus groups were conducted at two sites across Canada. Data analysis revealed five major themes that will help program designers develop effective online learning programs. Recommendations for the development of an online dementia care program are proposed.

Developed and tested an online survey to assess Web-based learning (WBL) educational programs, extending theoretical work on the Demand Driven Learning Model. Data from 93 adult learners from 3 WBL programs found high internal reliability and adequate construct validity for the 5 scales of the online measure. (SLD)

Describes a study that explored learning in a Web-based online MBA (Masters of Business Administration) program and the structures necessary to support and enhance learning from the perspective of the learners. Findings indicated that the collaborative nature of the teamwork required provided major benefits as well as challenges for the students. (Author/LRW)

Reviews recent philosophical debate surrounding the future role and activities of universities in a technological society; discusses the need for new learning models to meet the needs of working adult students; and presents the demand-driven learning model, a collaborative effort between academics and experts from private and public industries that includes Web-based learning. (Contains 59 references.) (Author/LRW)

Application of adult learning principles was examined in a class for 30 managers of advanced-technology firms. Use of the principles contributed to acquisition, retention, and transfer of learning and a long-term impact on companies. Participants valued the relevance of content, the balance of technical and management skills, and the inviting learning environment. (SK)

Describes a partnership approach to developing and implementing a program in management education for the advanced technology sector. The model addresses the business' perceived need for university accreditation, and makes use of the university's infrastructures for research, course delivery, and support. (MSE)

Describes a project developed at the University of Ottawa to integrate learning technologies across the teacher education curriculum. Highlights include student teacher needs; a needs analysis; the change process; student and faculty attitudes; and preliminary results of an evaluation that show problems to be addressed in future courses. (Author/LRW)

Examines the nature of the relationship between student teachers and associate teachers through a collaborative research project. The study utilized interviews, observations, and journal entries to determine positive and negative aspects. Benefits included new ideas, energetic presentations, and relief time for the teacher. Drawbacks included changes in the routine, time spent on supervision, and personality conflicts. (MJP)

Among 20 Ontario elementary school teachers (average teaching experience 13 years), none had ever taught creative dance but all felt it should be included in the elementary curriculum. Barriers to implementation included lack of training and confidence, little support from administrators and policymakers, and lack of resources and facilities. (SV)

Describes the experiences, perspectives, and beliefs of three case-study subjects in a recent research study. Addresses both the role teachers' attitudes play in examining why so little creative dance is taught in elementary schools and the effect of workshop intervention on teachers' attitudes and practices. Finds that the teachers became more receptive to the use of creative dance. (PRA)