It is evident that any view of e-learning in Canada must be informed by the uniquely Canadian feature of provincial jurisdiction over education. As was noted in the introduction, Canada is the only country that does not have a national department/ministry of education. Therefore, any investigation of e-learning in Canada must focus more on specific provincial initiatives in technologically enhanced learning rather than a Canadian overview. Adistinctive "Canadian" model cannot exist (unless one views disparate models as evidence of a uniquely Canadian archetype). The provinciality of Canadian e-learning serves to highlight the inability of Canada to sustain national strategies and focus, such as those implemented in many other countries, due to the fractious nature of federal and provincial relations, particularly in education.
|Number of pages
|International Journal of Distance Education Technologies
|Published - 2007