Research

Projects

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.

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.

A special report of the State of the Nation: K-12 E-Learning in Canada project.

Michael K. Barbour, Randy LaBonte, Kevin Kelly, Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust, Aaron Bond, and Phil Hill

In the spring of 2020, the term ‘emergency remote teaching’ began to emerge to describe what was occurring in education at all levels, despite the more commonly used term “online learning” dominating media descriptions of the instruction offered to students forced to remain at home.

This report argues the importance of avoiding equating emergency remote teaching with online learning. It is clear from most schools and teacher’s experience with emergency remote teaching that much more planning and deliberate attention be provided to teacher preparation, infrastructure, education policy, and resources to be able to maintain quality instructional continuity during a crisis.

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.

 

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The report highlights the moves each Canadian jurisdiction made to continue to promote learning throughout the pandemic in the Spring 2020.

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 and learning.

The report is designed to delineate how each jurisdiction managed their emergency remote teaching and to report on what occurred.  It is not intended to assess the quality of what occurred.

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See presentation archives here

The second report in a series designed to chronicle how each province and territory in Canada managed their response to the 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 and learning.

This second report delineates what actions each jurisdiction took in the Fall 2020: the tools, content, and devices provided, curated, and/or created; and, the nature of instruction that occurred.

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See presentation archives here

The third report in a series designed to chronicle how each province and territory in Canada managed their response to the COVID-19 pandemic. 

The goal of this third report, Stories from the Field: Voices of K-12 Stakeholders During Pandemic, was to provide vignettes authored by education stakeholders sharing their stories about what actually transpired in their homes, schools, communities, and districts.

Students, parents, teachers, school leaders, school trustees, and teacher-education leaders from the post-secondary offer a glimpse of the impact of what the Ministries and Departments of Education planned and announced in the Spring and Fall of 2020 for the safe return of students to schools.

 

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See presentation archives here

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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The British Columbia Teachers Federation requested a report that explores written provisions for the working conditions of K-12 distance education and online learning teachers in Canada (i.e.,  generally referred to as distributed learning throughout the report).  The authors describe that there are actually few distributed learning regulations that go beyond what would be expected for traditional brick-and-mortar education.  Further, these unique aspects are reflective of stakeholders’ efforts to examine what constitutes the equivalent experiences for teaching in the distributed learning environment relative to traditional classroom teaching.


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