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Volume 46, No. 2, 2016, pages 127-147  \nMapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts  \nGrazia Scoppio  \nRoyal Military College of Canada  \nLeigha Covell  \nQueen’s University  \nAbstract  \nIncreased technological advances, coupled with new learners’ needs, have created new realities for higher education contexts. This study explored and mapped trends in pedagogical approaches and learning technologies in postsecondary education and identified how these innovations are affecting teaching and learning practices in higher education settings, particularly for the Canadian Armed Forces education system. A qualitative research methodology was employed including a comprehensive review of Canadian and international literature, an environmental scan of Canadian Armed Forces educational institutions, and consultations with experts and practitioners in the field of military education. The research findings shed light on trends in pedagogies and learning technologies in higher education as well as on the presence of these trends in the military educational system. In addition, the findings consider the necessity for a corresponding level of preparedness to meet the needs of diverse learners in the future. This study informs both the field of higher education and the field of military education.  \nCJHE / RCES Volume 46, No. 2, 2016  \nTrends in Pedagogies and Learning Technologies / G. Scoppio & L. Covell 128  \nRésumé  \nAssocié aux nouveaux besoins des apprenants, le progrès technologique est à l’origine de nouvelles réalités dans le contexte de l’enseignement supérieur.  \nCette étude arelevé, puisanalysé, les tendances des approchespédagogiqueset des technologies d’apprentissage en matière d’enseignement supérieur, pour ensuite reconnaître les façons dont ces innovations influencent les pratiquesd’enseignement et d’apprentissage dans des contextes d’enseignementsupérieur, en particulier dans le système d’éducation des Forces armées canadiennes. Une approche qualitative a été utilisée pour effectuer un examen complet de la littérature canadienne et internationale, une analysede l’environnement des établissements d’enseignement des Forces armées canadiennes, et des consultations avec des experts et praticiens dans le domaine del’éducation militaire. Les résultats dela recherche éclairent sur les tendances en pédagogie et en technologies d’apprentissage dans le domainede l’enseignement supérieur, ainsi que sur la présence de ces tendances dans le système d’éducation militaire. En outre, ces résultats examinent lanécessité de préparer de façon équivalente les Forces armées canadiennes à répondre aux besoins futurs de divers apprenants. Cette étude s’applique donc tant au domaine de l’enseignement supérieur qu’à celui de l’éducation militaire.  \nIntroduction  \nFor well over a century, adult learning has occurred formally in educational institutions and informally in other settings. However, in the last 60 years adult education has come to be viewed as an educational practice and discipline stemming from the quest for adult learners to develop skills and advance careers (Rubenson, 2010) . More recently, technology has facilitated the ability to learn from nearly anywhere in the world through Internet access, which has enabled masses of adult learners to engage in educational opportunities, regardless of location, context, or background (Bakia, 2010; Hiltz & Turoff, 2005; ICDE, 2009; Kanwar & Daniel, 2010; Means & Roschelle, 2010; Scott, 2010) .  \nAlong with technological advances, related learning technologies have also evolved, from simple forms of material distribution to more complex tools for communication, knowledge sharing, or forums. This rapid shifting of learning technologies raises the question of whether postsecondary education institutions ar","cbCairReShjhv7mF","https://ap.wps.com/l/cbCairReShjhv7mF","pdf",215034,21,"English","# Abstract\n# Introduction\n# Methodology","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study maps trends in pedagogical approaches and learning technologies in postsecondary education and examines how these innovations affect teaching and learning practices, particularly within Canadian military education.\"},{\"question\":\"Which research methods were used?\",\"answer\":\"The research used a qualitative methodology, including a comprehensive review of Canadian and international literature, an environmental scan of Canadian Armed Forces educational institutions, and consultations with experts and practitioners in military education.\"},{\"question\":\"Why does the study emphasize future preparedness?\",\"answer\":\"The findings consider the necessity of corresponding preparedness to meet the needs of diverse learners in future higher education contexts.\"}]","Canadian Journal of Higher Education - Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts | PDF",1792083507,53]