The International Review of Research in Open and Distributed Learning (www.irrodl.org) is a refereed, open access e-journal that disseminates original research, theory, and best practice in open and distributed learning worldwide. IRRODL is available free-of-charge to anyone with access to the Internet, and there are no article submission or access charges for publication in this open journal.
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.
The Technology Enhanced Knowledge Research Institute at Athabasca University has a two-fold mission: (1) to promote research and development of technologies that enhance the advancement, application and transfer of human knowledge, and (2) to promote the growth of a community of researchers at Athabasca University.
TEKRI achieves this mission through seven key areas of research:
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.
The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements: social, cognitive and teaching presence.
Updated July 31 2017 by CDE