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Canadian Initiative for Distance Education Research - CIDER

Canadian Initiative for Distance Education Research - CIDER

Owner: Terry Anderson

Group members: 59




Our new site at includes an archive of our past sessions and the most up-to-date details on CIDER.

The Canadian Initiative for Distance Education Research (CIDER) is a research initiative of the International Review of Research in Open and Distributed Learning (IRRODL) and Centre for Distance Education (CDE), Canada's largest graduate and professional distance education programming provider, at Athabasca University, Canada's Open University.

CIDER sponsors a variety of professional development activities designed to increase the quantity and quality of distance education research. CIDER's professional development scope is broad, ranging from learning and teaching application, issues of finance and access, the strategic use of technology in distance education settings, and other factors that influence distance education in Canada.

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  » CIDER Sessions archive
  » About CIDER and contact information
  » International Review of Research in Open and Distributed Learning

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CIDER receives support from Athabasca University and UNESCO.


Lecture capture videos, a popular type of instructional content used by instructors to share course recordings online, play a significant role in educational settings. Compared to other educational videos, these recordings require minimal time and effort to produce, making them a preferred choice for disseminating course materials. Despite their numerous benefits, there exists a scarcity of data-driven evidence regarding students’ use of and engagement with lecture capture videos. Most existing studies rely on self-reported data, lacking comprehensive insights into students’ actual video engagement. This research endeavor sought to bridge this gap by investigating university students’ engagement patterns while watching lecture capture videos. To achieve this objective, we conducted an analysis of a large-scale dataset comprising over one million rows of video interaction logs. Leveraging clustering and process mining methodologies, we explored the data to reveal valuable insights into students’ video engagement behaviors. Our findings indicate that in approximately 60% of students’ video-watching sessions, only a small portion of the videos (an average of 7%) is watched. Our results also show that visiting the video page does not necessarily mean that the student watched it. This study may contribute to the existing literature by providing robust data-driven evidence on university students’ lecture capture video engagement patterns. It is also expected to contribute methodologically to capturing, preprocessing, and analyzing students’ video interactions in different contexts.

Thu, 16 May 2024

This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70 studies were included in the study, based upon pre-determined criteria. A total of 53 activities and applications for conducting synchronous virtual classrooms effectively were obtained and classified according to Gagné’s nine events of instruction (GNEI). These activities and applications were sorted within 11 themes dimensions: technical control, environment control, clarity, introductory activities, technological tools, course materials, interaction, feedback, summarizing, time management, and self-assessment. Synchronous virtual classrooms conducted according to this classification will serve as a guide for instructors to conduct synchronous virtual classrooms effectively.

Thu, 16 May 2024

The Covid-19 pandemic, for the past years, had led to disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India.  Sudden switch over from the classroom blackboard to the laptop screen may have influenced study approaches of students especially when there were challenges for access to technology and non-readiness for online learning among the Indian students. Since different social and economic factors bring differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students of Indira Gandhi National Open University (IGNOU) to examine how technology access during the pandemic has influenced study approach of Indian DL students belonging to different marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was found associated with more surface approach to study in the DL students in general and the marginalized students in particular. The marginalized females were found at risk in terms of both, access to technology and approaches to study. The findings, as discussed, are intended to further enrich our understanding of the role of technology vis-à-vis study approach of distance learning students during the pandemic, and formulate appropriate teaching-learning strategies for the future.

Thu, 16 May 2024

Table of Contents Farhad Saba, Ph. D. (c) All rights reserved ERTI’s Exceptional Team ERTI unit managers, radio and television producers, graphic artists and set designers, educational technologists, educational evaluators, researchers and the many broadcast engineers and technicians who made ERTI possible were creative, energetic, enthusiastic and forward-looking young women and men. They embodied the […]

The post Educational Broadcasting in Iran in the 1960s and 1970s (2) first appeared on
February 8, 2022 - 1:54pm

Educational Broadcasting in Iran in the 1960s and 1970s (1) INTRODUCTION BACKGROUND RESLUTS AND CONSEQUENCES REFERENCES KEYWORDS Educational Broadcasting in Iran in the 1960s and 1970s (2) ERTI’S EXCEPTIONAL TEAM HIGH-LEVEL SUPPORT OF NIRT LEADERSHIP FOR ERTI

The post Table of Contents: Educational Broadcasting Iran in the 1960s and 1970s first appeared on
February 8, 2022 - 1:46pm

Table of Contents FARHAD SABA, Ph. D. (C) All rights reserved INTRODUCTION THE 1960s and the 1970s were exciting, effervescent, and consequential times for Iran. After decades of disenchantment because of overt foreign intervention and domestic turmoil there was relative calm in political conditions. This period of tranquility promised a new beginning for the country. […]

The post Educational Broadcasting in Iran in the 1960s and 1970s first appeared on
February 2, 2022 - 4:38pm

Post-Pandemic Future: Implications for Privacy The time has come for privacy to expand beyond compliance to include determinations about what should be protected and consideration of ethical implications, balancing institutional priorities with the rights of individuals. The intersection of issues including COVID-19, student success, and the emergence of the chief privacy officer (CPO) role highlights […]

The post Download Reports: Post-Pandemic Future: Implications for Privacy first appeared on
February 21, 2021 - 1:24pm

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