Remote Learning Research Background
Remote Learning Research Background
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Most of the pandemic remote teaching that occurred was not online learning
Most of the pandemic remote teaching that occurred was not online learning
In the emergency situation, educators triaged the situation with the goal of providing a basic level of stability until there was an opportunity for more careful consideration of the situation.
In the emergency situation, educators triaged the situation with the goal of providing a basic level of stability until there was an opportunity for more careful consideration of the situation.
Those involved in the field of K-12 distance, online, and blended learning (e-learning) have been careful to make the distinction between pandemic-driven "pivot" to emergency remote teaching and deliberate, planned, and supported online learning.
The reality is that most people – particularly within the general public – do not see a difference.
Regardless of terminology, many teachers found themselves unprepared for the challenges of using online content and tools.
As a result, effective, engaging, and meaningful learning experiences have not been achieved in many jurisdictions across Canada
Research conducted over the past decade underscores the reality that the vast majority of teachers have had little or no exposure to K-12 e-learning or how to enact effective pedagogy and/or instructional design in that environment.
Essentially, the more widely used descriptor of online learning depicts online learning models and materials that take time and preparation. Online learning requires purposeful instructional planning, using a systematic model of administrative procedures, and course development. It also requires the careful consideration of various pedagogical strategies. These pedagogical considerations are used to determine instructional practices and the design of learning activities that are best suited to the specific affordances and challenges of delivery mediums. In addition, pedagogical considerations must drive a purposeful selection of tools based on the strengths and limitations of each learning environment. Finally, careful planning requires that teachers be appropriately trained to be able to support the tools that are being used, and for teachers to be able to effectively use those tools to help facilitate student learning.
About the Research Series
About the Research Series
Through the Canadian eLearning Network (CANeLearn), a leading voice in Canada for learner success in K-12 online and blended learning, this report series highlights the moves each Canadian jurisdiction made to continue to promote learning throughout the spring and fall of the 2020 COVID-19 pandemic. Information was gathered for each province and territory, through government websites, educational organizations, and current news releases regarding each jurisdictions strategies to provide supports, resources, and technologies appropriate for the continuation of emergency remote teaching followed by planned remote learning during the fall of 2020. The goal was to report on what occurred, the reports are not intended to assess the quality of what occurred. The shift towards remote learning was dependent on the supports and resources provided by each jurisdiction across Canada.
While access to resources and supports for emergency remote learning is key for the success of any program, so too is the level of preparedness and professional learning of teachers. The vast majority of teachers across Canada had no training or professional experience with online pedagogies related to using digital tools in their teaching or even how to develop online content that was instructionally sound.
October 28 and 29th presentation slides
October 28 and 29th presentation slides
Can the pandemic inspire quality online learning (Oct28-29 presentation).pdfPivoting to Hybrid, Blended & Online Learning- Success Strategies EdTech Leadership Summit October 2020.pdfPage updated
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