Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts

Abstract

Increased 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. 

Twisting the Pedagogy in Military Education – Experiences Drawn from a Problem-based Teaching Approach at the Norwegian Defence University College

“…Believing military pedagogy to be unsatisfactory in its current state, he both calls for reforms and offers solutions founded on the implementation of more appropriate teaching methods, to be supported by developments in educational technologies affording broader and more rapid information sharing, networking, and access to an increasing number of decentralised knowledge sites. It is worth noting, however, that learning technologies are not always well grounded in pedagogical principles (Scoppio & Covell, 2016) and the development and application of satisfactory pedagogy is on the agenda of professional military education (PME) in both non-Western and NATO nations (Duraid & Annen, 2019;Hamilton, 2019;Walker, 2006). These factors mentioned above push the armed forces towards a more efficient type of education, harmonised with the civilian system.…”

“…A review of the literature reveals a surprising scarcity of studies, particularly empirical studies, addressing the military context. In their study mapping trends in pedagogical approaches to military education, Scoppio and Covell (2016) suggest that institutions of advanced military education receive scrutiny and pressure to adapt to pedagogical trends in order to become "learning organisations" that create meaningful learning situations. From a Norwegian perspective, a technical report from the Army War Academy (Skaug 2008) explored teaching and learning strategies in military officer education.…”

Management practices in the implementation of police curriculum through blended learning

“…During the pandemic, police training was seriously affected; hence, police institutions sought online and blended learning approaches to continue providing training programs [12]. Scoppio and Covell [74] found out that the system within is not immune to the educational trends in the educational approaches and changes or integration of technology; hence, changes are occurring in the system as the police and military institutions embrace the learning technologies. It was further highlighted that considering a blended learning approach in delivering law enforcement training could be wise as the officers could be better trained while avoiding traditional training costs [51].…”

“…Blieck et al [14] explained that schools face challenges implementing, monitoring, assessing, and ensuring or levelling up a course or program quality through utilizing blended learning. Changes in technology pose a challenge to both staff and students of schools [74]. Not all teachers and learners are well-versed in using technology and learning management systems that are rapidly introduced to them to cope with the sudden change in teaching and learning approach due to the pandemic [7].…”

“…Moreover, other technology-related factors, such as poor internet connection, also arise as these impact learner experiences in their online programs [30]. Even in military schools, technological challenges are experienced; hence, preparedness should be ensured [74]. There have been difficulties in submitting examinations, participation issues, and online illiteracy in the shift to online learning [55].…”