The Centre For Extended Learning (and partners) conduct research into areas related to online learning, academic integrity, assessments and pedagogy among other subjects. Below are some of our recent projects.

Advancing Extended Reality Teaching and Learning Opportunities Across the Disciplines in Higher Education

The emergence of Extended Reality (XR) technologies in diverse fields, along with research demonstrating opportunities for innovation in teaching and learning, warrants further exploration. However, investigation into the supports required by instructors for experimentation, design, and deployment of XR technologies is needed. This study explores the benefits and challenges of XR technologies for teaching and learning, and reviews XR pedagogical initiatives at three universities.

The results provide recommendations for future institutional supports that could advance XR and expand the current teaching and learning opportunities available to instructors and students.

Authors:  Amna Idrees; Mark Morton; Gillian Dabrowski

Published in: 2022 8th International Conference of the Immersive Learning Research Network (iLRN)

Assessing the Impact of Online Learning: a Model and Case Study

This research project developed an evaluation model for assessing the impact of credit online courses and programs within a university setting, and applied that model within the University of Waterloo. The report contains a case study of one of the largest online operations in Ontario, and describes a model that can be used as the basis for similar studies at other institutions.

If you would like a copy of the report please complete the Impact Report Request form. This information will ONLY be used to send you any updates to this research.

Authors: Aldo Caputo, Emily Christofides, and Domenica De Pasquale

Funded by: eCampusOntario Research and Innovation Grant, 2016

An Investigation of User Experience Design for Learning (UXDL) Principles in Online Learning

This study qualitatively examined undergraduate learners' perspectives of online learning through a cross-disciplinary lens of user experience design and pedagogy.

The results contribute to the ongoing development, validation, and operationalization of an open source User Experience Design for Learning (UXDL) design framework. We surveyed learners at the University of Waterloo about their prior and current experiences with online learning (i.e., what they like, dislike, hope, and expect), and  followed-up with qualitative interviews to better understand their responses. To address the question of how the UXDL principles impact learners, we conducted user research sessions and observed learners as they interacted with lessons designed using the UXDL principles.

Troop, M., White, D., Wilson, K.E., Zeni, P. (2020). "The user experience design for learning (UXDL) framework: The undergraduate student perspective." The Canadian Journal for the Scholarship of Teaching and Learning, 11(3). 

Funded by: eCampusOntario Research and Innovation Grant, 2016

Measuring the value of including experiential opportunities as part of a blended learning continuing professional development program for prospective providers of anticoagulation services

Anticoagulation therapy is commonly used by individuals who have an elevated risk of death or disability from blood clots.  The most commonly used anticoagulant in out-patient settings in Canada is warfarin.  Warfarin is a very effective anticoagulant, but it can be difficult for clinicians to manage as there are several drug, disease, and lifestyle interactions that may require warfarin dosage modifications.

In 2007, a blended learning Continuing Professional Development (CPD) course was launched in partnership between the School of Pharmacy and the Centre for Extended Learning.  The Management of Oral Anticoagulation Therapy (MOAT) course was developed for practicing pharmacists, nurses and nurse practitioners who wanted to provide anticoagulation services in community settings.  The course combines self-paced, online learning with experiential training opportunities during which learners apply their knowledge in an actual anticoagulation clinic with real patients under the supervision of a clinical expert.  To date, nearly 250 clinicians have completed the course.

The primary purpose of this project is to measure the value of including practical experience under expert supervision in a continuing education program designed to prepare health care professionals to provide anticoagulation management services.  The results will inform the developers of both CPD programs and courses for the undergraduate and graduate curricula at the School of Pharmacy and the broader University of Waterloo community.

Authors: Jeff Nagge (School of Pharmacy), Sherilyn Houle, School of Pharmacy), Rosemary Killeen (School of Pharmacy), Cynthia L. Richard (School of Pharmacy), Marie Lippens​ (Centre for Extended Learning)

Funded by:  Waterloo Learning Innovation and Teaching Enhancement (LITE) Grant

Improved Assessment Workflow for Online Courses

University of Waterloo, University of Guelph and Crowdmark have partnered to improve the assessment process of student work in online courses.

Funded by: Ontario Centres of Excellence

Access to Post-Secondary Education for Non-Traditional Learners

We conducted a study to learn more about the needs of non-traditional learners and their perceptions about, and access to, post-secondary education, with a focus on online learning in particular.

If you would like a copy of the report please complete the Report Request form. This information will ONLY be used to send you any updates to this research.

Authors:  Janice Cooke, Nicole Wright

Funded by: Ministry of Advanced Education and Skills Development