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The Canadian Council on Learning’s Research and Knowledge Mobilization Directorate is pleased to announce that it has agreed to fund the following projects.
Project Title: Blended Learning for Soft Skills Development: Testing a four-level framework for integrating work and learning to maximize personal practice and job performance Project Lead: Adams, Jean Report: Blended Learning for Soft Skills Development: Testing a Four-Level Framework for Integrating Work and Learning to Maximize Personal Practice and Job Performance Institution: York University View project description »
Interest in delivering blended programs is growing with the increasing desire of Canadian organizations to empower workplace learning. The focus of this project is to compare the learning impact/outcomes of four different blended learning strategies for soft-skills development. It will involve York University’s Schulich School of Business and four hundred Scotiabank employees who will be randomly assigned to parallel course offerings using different blending strategies (e.g., self-directed e-learning; a blend of classes and e-learning; a blend of coaching and e-learning; and a blend of “stretch” action-learning projects and e-learning). Learning impact/outcomes will be evaluated and compared using a multi-method research approach.
Project Title: Intergenerational Literacy Project: Literacy for Life Project Lead: Anderson, Jim & Purcell-Gates, Victoria Institution: University of British Columbia Report: Implementing an Intergenerational Literacy Program with Authentic Literacy Instruction: Challenges, Responses, and Results View project description »
Project Title: Context Situated Assistive Technology Supports and their Impacts on Engagement, Learning Outcomes, and Assistive Technology Adoption Project Lead: Brokop, Flo Institution: NorQuest College Report: Context Situated Assistive Technology Supports and their Impacts on Engagement, Learning Outcomes, and Assistive Technology Adoption View project description »
Project Title: Digital Stories of Coming to Learn: A community-based study of barriers and motivators to adult education for newcomer and low-income women Project Lead: Brushwood Rose, Chloë Report: Digital Stories of Coming to Learn: Experiences of Access in a Community-based Digital Storytelling Workshop for Immigrant Women Institution: York University View project description »
Project Title: Grassroots and Governance: Exploring Connections Between Active Citizenship, Civil Society, and Governance in Canada Project Lead: Gouthro, Patricia Institution: Mount Saint Vincent University Report: Grassroots and governance: Exploring informal learning opportunities to support active citizenship and community-based organizations within Canada View project description »
This applied research study will uncover new ground exploring relationships between grassroots organizations, active citizenship, and governance in Canada. Opportunities and challenges for adult learning in community, learning and citizenship, and culture and diversity issues will be explored to provide insights into the policies and supports needed to foster a more active and engaged citizenry. Six civil society (grassroots) community-based organizations in Western, Central, and Eastern Canada will be studied to learn more about the supports and barriers that impact on the willingness and ability of Canadians from different backgrounds and contexts to participate actively as citizens. In addition, six to nine “key informants” (politicians, policy makers) will be interviewed to learn more about the connections between government, community organizations, and citizens.
Project Title: Minority-language community involvement and second language learning: providing target language opportunities for Francophone future English teachers in Quebec City Project Lead: Hummel, Kirsten Institution: Université Laval Report: Minority-language community involvement and second-language learning: Providing target language opportunities for Francophone future English teachers in Quebec City View project description »
This study examines the effect of community-based learning on second language (L2) learners’ attitudes, motivation, and language skill. Participants will consist of Francophone L2 learners enrolled in a 4-year TESL (Teaching English as a Second Language) degree program at a French-language university. Half of the participants (approximately 30) will be asked to engage in community activities with native speakers belonging to the Anglophone minority-language community in Quebec City; the other half will be asked to carry out more traditional academic assignments in the target language. The principal objective is to observe the effects that regular interactions and collaborative activities with native speakers over a 3.5-month period have on students’ attitudes towards the L2 and its community, on motivational variables, and on the L2 skills of these future language teachers.
Project Title: Skills demonstrated by adults who did not complete high school in an environmental problem-solving exercise Project Lead: Pruneau, Diane Institution: University of Moncton Report: Skills and practices observed among non-graduate adults in environmental problem-solving View project description »
Adult literacy groups from Quebec and New-Brunswick will be invited to find adaptation solutions to a local impact of climate changes. In order to put their issue in context and to find original and efficient solutions, participants will be supported by scientists and guided by the use of representation and creativity strategies. Strategies discovered will be shared between participants, then discussed and enhanced with the local community. Researchers will observe adults' problem-solving skills and internal (experiential) and external (context) factors which foster and limit their abilities and their participation.
The proposed research will examine a series of new and creative interactive web-based Professional Development Learning Environments (PDLEs) designed by teams of professional teacher educators. Each environment would include common features such as the establishment of a community of practitioners, the use of video case-based instruction, synchronous and asynchronous (voice, video, and text) communication tools and reliance on action research and constructivist methodologies. The PDLEs will provide pre-service and in-service professionals opportunities to learn about theoretical and practical aspects of other exemplary professionals’ practices, as well as affording opportunities to try out their learnings for themselves.
Project Title: Economic Adjustment of Adult Immigrants: Role of Educational Institutions and Employers Project Lead: Anisef, Paul Institution: York University Amount funded by CCL: $70,000 Report: Economic Adjustment of Adult Immigrants: Role of Educational Institutions and Employers
Project Title: Foreign Students in Ontario Project Lead: Duchesne, Claire Institution: University of Ottawa Amount funded by CCL: $32,130 Report: Study of foreign students’ conceptions of educational practices in the context of a primary/junior teacher education program in Francophone Ontario
Project Title: How Well are eLearning Needs of Canadians with Disabilities Met on Canadian Campuses? Project Lead: Fichten, Catherine Institution: Dawson College Amount funded by CCL: $70,000 Report: Development and Validation of the POSITIVES Scale (Postsecondary Information Technology Initiative Scale)
Project Title: Active Citizenship for Women in Nova Scotia Summary: Active and inclusive citizenship for women:Democratic considerations for fostering lifelong education (PDF 70 KB) Report: Active and inclusive citizenship for women:Democratic considerations for fostering lifelong education (PDF 215 KB) Project Lead: Gouthro, Patricia Institution: Mount St. Vincent University Amount funded by CCL: $45,652
Project Title: Reference frames for skills: ICT and Co-operative Work Project Lead: IsaBelle, Claire Institution: University of Ottawa Amount funded by CCL: $87,453 Report: Reference frames for skills: ICT and Co-operative Work
Project Title: Facilitating the Acquisition of Proficiency in English Among Adult Immigrant Women Project Lead: Kilbride, Kenise M. Institution: Ryerson University Amount funded by CCL: $70,000 Report: Reclaiming Voice: Challenges and Opportunities for Immigrant Women Learning English
Project Title: Mature Students in the Persistence Puzzle Project Lead: MacFadgen, Lynne Institution: Malaspina University-College Amount funded by CCL: $75,958 Report: Mature Students in the Persistence Puzzle: An Exploration of the Factors that Contribute to Mature Students’ Health, Learning, and Retention in Post-Secondary Education (PDF 1040 KB) Summary: Mature Students in the Persistence Puzzle: An Exploration of the Factors that Contribute to Mature Students’ Health, Learning, and Retention in Post-Secondary Education (PDF 327 KB)
Project Title: Adult Educator Program Outcomes: Guidelines for Practice Project Lead: McCaughan, Kareen Institution: Brock University Amount funded by CCL: $70,807 Report: Adult Educator Program Outcomes: Guidelines for Practice
Project Title: Adult Leaning in Aboriginal Community-Based Inner-City Organizations Project Lead: Brown, Jason Institution: University of Manitoba Amount funded by CCL: $ 20,470 Report: Adult Learning in Aboriginal Community-based Inner-city Organizations