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This paper presents a collection of experiences from the Canadian educational institutions that offer distance education. The first of four major sections defines the need for an alternative to traditional, classroom-based education, and describes the characteristics of distance education. The second section discusses the three institutions in Canada that are dedicated to providing distance education: Athabasca University in Alberta, the Open Learning Institute in British Columbia, and Tele-universite in Quebec. The third section focuses on the four provincial educational communications authorities in Canada and the educational programs they offer to their audiences: Radio Quebec, TVOntario, ACCESS Alberta (Alberta Educational Communications Corporation), and the Knowledge Network of the West. The fourth section looks at applications of various technologies in distance education: print, radio, audiocassettes, television, videotape, computers, videodisc, videotex/Telidon, teleconferencing, and satellites. A discussion of issues and problems that have arisen in connection with the application of information and communication technologies to distance education in Canada and a brief final statement on the current status of and opportunities offered by distance education conclude the report. (54 references) (DB)

The Canadian Broadcasting Corporation (CBC) is Canada's publicly-owned broadcast network that provides programming to both English and French national television and AM/FM radio networks. While the CBC was not designed to fill a formal education role in Canada, it does broadcast informative radio and television programs on a complete range of subjects including news, current affairs, special documentaries, culture and children's topics, entertainment, and, most recently, adult education. In addition, it currently broadcasts the Canadian School Telecasts twice a week for half an hour during the school year. The CBC also makes use of teletext and satellite technologies. Also a publicly-owned agency, the National Film Board (NFB) of Canada is designed to benefit Canada and Canadians through the making of informative films. The current role of the NFB in Canadian education is the production of educational films that are relevant to the interests of young people, to course content, and to Canadian issues. These films address all levels of education in subjects ranging from language arts to social history, geography, and Third World studies. (20 references) (DB)

This paper examines communications and information technologies and the ways in which they have been used in both the formal and the nonformal education of Canada's native people (four groups: status Indians, non-status Indians, Metis, and Inuits). It is noted that generalizations about the use of technology in native schools is difficult because of the varying official status of native populations, different provincial jurisdiction over those populations, and the different languages and customs involved. The first section of the paper considers the use of film, video, and computers in formal education settings. The second section briefly discusses the history of native education from 1960 to 1983 and examines federal experiments in nonformal educational applications including radio, satellite, video, and interactive television communications. A mini-revolution in the development of native-language materials made possible by new developments in microcomputer technology is described, as well as uses of computers, instructional television, teleconferencing, and instructional video in classroom settings. A concluding statement briefly discusses the need for native access and control, the need to exploit the interactive capacity of new technologies, the need for culturally appropriate software, the need for further research, and future goals for the education of Canada's native peoples. It is noted that, although educational technologies offer native Canadians the potential for major advancements in formal and nonformal education, there is always the danger that the distinct identity of native peoples may be subverted in the process. (44 references) (DB)

This paper reports information received from responses to a survey questionnaire from the presidents of 46 universities and their affiliated colleges across Canada. The questionnaire (circulated to all member institutions of the Association of Universities and Colleges of Canada) included queries about the experiences of the universities with communications and information technologies, and about the use of computer technology as a research tool in libraries and for distance education. The first section reports on use of the established technologies of film, television, videotape, radio, and audiotape. The second section explores the uses of computer technologies for instruction, research, networking, and conferencing. Comments on potential changes in higher education resulting from new technologies are discussed in the final section. The research questionnaire and list of responding colleges are provided. (DB)

Part of the postsecondary educational system in Canada, community colleges offer several types of programs to both students leaving the secondary system and adults who want occupational training or education in the applied arts and human service professions. Like other educational institutions, these two-year colleges have sought to use new technologies both in administration and in teaching and learning. Analyses of the 99 responses received from a survey of 169 colleges conducted in 1983 show that educational film and television and, to a lesser extent, broadcast radio and audiocassettes, are being used in subjects ranging from sports to science, education, and numerous vocational trades. Additionally, nearly 90% of the colleges have or are developing policies and guidelines for the introduction and use of computers in the classroom. Teleconferencing, videotex, satellites, and interactive video are used to a lesser extent, primarily because of the cost of the technology. The survey questionnaire and a list of responding colleges are included. (4 references) (DB)

With its large territory, small diverse population, two official languages, and notable regional differences, Canada has always been quick to use new communications technologies as they appear, and has historically played a role in their development as well. In each of the 10 provinces and 2 territories, educational films and television programs are available for classroom use. Educational radio programs are provided both by broadcast and on audiocassettes. Students use computers in a variety of ways including programming, using software that teaches basic skills through computer-assisted instruction (CAI), word processing, and information access through databases. While each province makes decisions about new educational technologies according to regional needs and characteristics, the primary use of educational technology in the classroom is determined by the individual teacher. (12 sources) (DB)

A project was conducted to study Calgary teachers' use of films and videotapes borrowed from a media services loan library and to identify the significant variables affecting their film and tape use. Data were gathered through a preliminary survey of six schools and a subsequent survey of 500 randomly selected teachers in the district. Results are reported for nine major study objectives: (1) measure teachers' perception of effectiveness of preservice and inservice teacher training; (2) measure teachers' perception of increasing or decreasing use of film and videotape; (3) identify reasons why teachers' use is increasing or decreasing; (4) identify ways in which teachers are using film and videotape in instructional programs; (5) measure degree to which teachers preview unfamiliar films and videotapes prior to classroom use; (6) identify their reasons for not previewing materials; (7) identify barriers to use as perceived by teachers; (8) measure teachers' perception of the importance of alternative (non-curriculum or indirect instruction) uses of film and videotape; and (9) measure the priority teachers perceive should be placed on expenditures in various areas relating to film and tape use. Appendices include the preliminary survey form, the questionnaire circulated in February 1983, and cover letters for the February questionnaire. (LMM)