In addition to the State of the Nation: K-12 E-Learning in Canada research initiative, CANeLearn is also involved in a number of individual research projects, some directly commissioned by CANeLearn or partner organizations.

The CANeLearn report series highlights the announcements, supports, and policy changes each Canadian jurisdiction made to continue to promote learning throughout the pandemic, starting in Spring 2020.

The sixth report consolidates details found in the previous reports (see below) that provided a summary of the publicly announced accommodations made to ensure continuity of learning during the pandemic.

This summary report goes further, describing the face-to-face, online, remote, and hybrid learning options provided across Canada.  It offers comparison and analysis of the different learning models used in the provinces and territories, ending with a glimpse at the challenges and issues beginning in the 2021-22 school year.

Report No.6 ~ Pandemic Pedagogy in Canada: Lessons from the First 18 Months


See also a special report of the State of the Nation: K-12 E-Learning in Canada project that argues the importance of avoiding equating emergency remote teaching and remote learning with online learning.  The report offers recommendations for how schools can be better prepared for future crises that incorporate both home-based and school-based learning opportunities mediated through online learning environments.

Understanding Pandemic Pedagogy: Differences Between Emergency Remote, Remote, and Online Teaching

Other reports in the CANeLearn pandemic series summarize the decisions and announcements made by each Canadian jurisdiction made for the continuation of learning throughout the pandemic during Spring 2020, Fall 2020, the full 2020-21 school year, as well chronicle the voices of those affected by the pandemic.

Toggling between Lockdowns: Canadian Responses for Continuity of Learning in the 2020-21 School Year

A Fall Like No Other: Stories from the Field

A Fall Like No Other: Between Basics and Preparing for an Extended Transition During Turmoil

Documenting Triage: Detailing the Response of Provinces and Territories to Emergency Remote Teaching


All reports are also published on the Pandemic Pedagogy project website at:

In February 2021 the Canadian eLearning Network (CANeLearn) began engaging educators across Canada in facilitated conversations about teaching in online learning environments.  The purpose of the CANeLearn study was to gain an understanding of the lived experiences of online educators and those who came to online education during the COVID-19 Pandemic.

The study began in British Columbia (BC) so that results could inform the work of the BC Ministry of Education’s Quality Panel in its development of a quality assurance process for online learning in the province.  While the primary audience of the initial study in BC was to inform teacher’s and education leader’s practices, administrative policy can also be informed by principles of effective teaching and learning practice as well.  .  Accordingly, the initial launch of the study in BC was the elucidation and clarification of design and organization principles to help inform the Framework for Quality Online Learning in BC[1].


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[1] At the time of publication, the Framework for Quality Online Learning in BC document remains in press and is not published.

Le Centre francophone d’éducation à distance (CFÉD) de l’Alberta a demandé une étude de parité ou d’équité entre les services d’éducation à distance offerts par fournisseurs dans les communautés de langue minoritaire en dehors de la province et ce, en considération des programmes, des ressources humaines, des modèles de financement et des services offerts et de l’appui gouvernemental fourni à chacune de ces entités.  L’information tirée de l’étude sera inclus dans l’état de la nation recherche.


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Leading English Education and Resource Network (LEARN), a non-profit organization that primarily serves the public and private Anglophone, Aboriginal, Youth and Adult Education sectors of Québec, requested a brief on the current practice in the use of digital technology in formative and summative evaluation. The brief focused on issues and challenges faced when implementing a program where digital technology replaces traditional pen and paper evaluation. This brief provided a synthesis of the research conducted for the review. Scope of the research included hardware, software and cloud-based assessment solutions, practices and policy related to evaluation and digital technology.


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Le Réseau d’enseignement francophone à distance du Canada (REFAD) entreprend une étude dressera un portrait global de la diversité des formules de cours en ligne au Canada francophone dans trois ordres d’enseignement (i.e., secondaire, collégial et universitaire).  L’objectif de la présente étude consiste à faire un bilan de cette diversité afin de mettre en commun les pratiques exemplaires autant que les défis et les exemples de cas susceptibles de faire progresser la réflexion et la démarche d’ensemble en francophone à distance au Canada français.


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