This document summarizes the state of K-12 online and blended learning in Canada during the COVID-19 pandemic. It discusses the different learning models used across Canadian jurisdictions in response to pandemic-related school closures and disruptions from 2020-2022. These included temporary remote learning pivots, online learning programs, and various approaches to maintaining continuity of learning. It notes challenges around equitable access but also successes of systems that were better prepared. Moving forward, it questions what policies and practices will guide education through future crises and shape the new normal for distance, online and blended learning in Canada.

1. Randy LaBonte, Canadian eLearning Network
Michael Barbour,Touro University California
Joelle Nagle, University ofWindsor
Frank McCallum,VistaVirtual School
Todd Pottle, Ontario eLearning Consortium
Michael Canuel, LEARN
Pandemic Pedagogy in Canada:
Models and Successes

2. CANeLearn is a pan-
Canadian network of K-12
online and blended learning
schools, organizations, and
educators
Focus is on PD, research,
sharing resources
Intent is to leverage our
Canadian collective to
promote online and
blended, or e-learning
MISSION: To be the leading
voice in Canada for learner
success in K-12 online and
blended learning
https://CANeLearn.net
About CANeLearn – The Canadian eLearning Network

5. Remote Learning
Various learning models available during the 2020-21 school year
This Photo by Unknown Author is licensed under CC BY-SA
• Temporary “pivot” of
instructional delivery
• Shifting teaching solutions
designed for face-to-face
• Primary objective to provide
temporary instructional access
during a sudden closure
• Instruction not specifically
designed for remote access

6. Online Learning
Various learning models available during the 2020-21 school year
This Photo by Unknown Author is licensed under CC BY-SA-NC
• Purposeful planning/pedagogy
• Systematic
• Administration
• Course development
• Support
• Selection of tools
• Consideration of medium
affordances/challenges
• Specific teacher training

7. Continuity of Learning
Canadian Responses for Continuity in Learning 2020-21
• Several jurisdictions offered remote learning for those not wanting
to attend in-class learning, class cohorts remained together
• Expectations for remote learning as a full-time option, or during
periods of lockdown, were the same as a regular school year
• While curriculum, assessments, and reporting continued,
standardized testing continued to be affected

8. Highlights
Starting the 2021-2022 School Year
• All jurisdictions began the 2021-2022 school year with plans for a
normal or pre-pandemic normal as possible, with some
jurisdictions removing the enhanced health and safety protocols,
such as masks
• Some jurisdictions no longer offered remote learning as an option
with the alternative being to leave the school and attend either
homeschooling or to enroll in a full time online learning program
(British Columbia)

9. National Overview
Various learning models available during the 2020-21 school year

11. Toggling
Preparing for COVID disruptions
While teachers were unprepared Spring 2020 for remote learning,
some jurisdictions were better positioned for continuity of learning
in 2020-21 and at the start of September 2021
• NS provided one week of specific teacher training Jan’21
• BC delayed implementing new policies to ensure existing
online program continued to operate and expand capacities
• QC launched an online program for all anglophone students
with medical exemptions, learning from home, Sep’21

12. The results
Toggling
2020-21 School Year Responses:
• Some jurisdictions closed individual schools only
• Others locked down all schools (some for 14 to 16 weeks last year)
• Some provided robust online learning programs
• Others relied on remote learning
• All began 2021-22 with plans for in-person learning in schools
• Most delayed opening and/or started remote in January
Result?
• Inequitable learning experiences
• Varied policies, plans, and practices – only some successful

13. National Overview
Time lost to province-wide school closures for each province or territory across Canada for the 2020-21 school year

14. National Overview
Regional Updates
Newfoundland-Labrador
Nova Scotia
Québec
Ontario
Alberta
British Columbia
Golbez

15. National Overview
Regional Updates
1.What were the impacts of health measures taken regarding COVID-19?
2.What were the greatest challenges faced by educators in the province?
3.What models for learning were used? Which proved to be effective?
4.What models are likely to continue post-pandemic?
5.What current challenges are impacting education in your province?

16. Newfoundland – Labrador & Nova Scotia
Michael Barbour
National Overview

17. Québec
Michael Canuel, CEO, LEARN
https://www.learnquebec.ca/
National Overview

18. Ontario
Todd Pottle, Executive Director
https://www.oelc.ca/
National Overview

19. Alberta
Frank McCallum, Assistant Principal
Vista Virtual School
https://www.vvschool.ca/
National Overview

20. British Columbia
Randy LaBonte, CANeLearn
Details at the BC Ministry website
National Overview

21. Pandemic Pedagogy in Canada:
Models and Successes

23. Toggling Along
Fall 2021 LearningOptions byJurisdiction

24. Toggling Along
Fall 2021 Jurisdiction Preparations and Differences
Fall 2021 signalling a toggle:
• BC continued to delay changes to online learning programs
which enabled many students enrol and learn from home
• Nova Scotia launched 2021 with most parents reporting reliable
bandwidth and with upskilled teachers using the provincial
online tools and curriculum resources
• Ontario launched with a concurrent teaching hybrid model
• Arguably, they all had the ability to ‘toggle’ and adapt to
changing circumstances as described in Phase 3

25. Toggling Along
The 2021 -22 SchoolYear
Given the pandemic epidemiological realities, the school year has
been another shifting between in-person and remote learning:
• School closures and remote learning returned due to
local/regional outbreaks – but not equally in all jurisdictions
• Successes and failures of the variation in policies and practices
that emerged must be studied and used as a guide for
politicians and policymakers to grapple with the demands of
future disruptions in schools

26. Toward a ‘New Normal’
What does our future hold?
1. What will the K-12 distance, online, and blended learning
landscape look like?
2. How will the remote learning lessons of the pandemic inform
policy and practice in the future?
3. What will politicians and policymakers take away from the past
two years to guide short-term and long-term school closures
during the next disaster?

27. Pandemic Pedagogy in Canada:
Models and Successes
Randy LaBonte, Canadian eLearning Network
Michael Barbour,Touro University California
Joelle Nagle, University ofWindsor
Frank McCallum,VistaVirtual School
Todd Pottle, Ontario eLearning Consortium
Michael Canuel, LEARN

28. Photo by Fanny Gustafsson on Unsplash

29. Remote Learning: How did we make out?
Policy & Practice:Toggling forward to our ‘New Normal’
Future
Research
Photo by Maximilian Scheffler on Unsplash

30. Pandemic Pedagogy in Canada:
Models and Successes
Contact Us
info@CANeLearn.net

31. Links to Reports and Publications
Links
CANeLearn Remote Learning Research site https://sites.google.com/view/canelearn-ert/
CANeLearn research projects (including official publication site for all six reports):
Publications
• Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A., & Hill, P. (2020).
Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. Canadian
eLearning Network. https://k12sotn.ca/wp-content/uploads/2020/12/understanding-pandemic-pedagogy.pdf
• Barbour, M. K., LaBonte, R., & Nagle, J. (2020). State of the nation study: K-12 e-learning in Canada. Canadian eLearning
Network. https://k12sotn.ca/wp-content/uploads/2021/09/StateNation20.pdf
• Archibald, D., Barbour, M. K., Leary, H., Wilson, E. V., & Ostashewski, N. (2020). Teacher education and K-12 online
learning. Canadian eLearning Network. https://k12sotn.ca/wp-content/uploads/2020/07/k12ol-teacher-ed.pdf
• Barbour, M.K. & LaBonte, R. (2019). Sense of irony or perfect timing: Examining the research supporting proposed e-
learning changes in Ontario | International Journal of E-Learning & Distance Education / Revue internationale du e-
learning et la formation à distance. [online] Ijede.ca. Available at:
http://www.ijede.ca/index.php/jde/article/view/1137
Defining e-Learning in Canada https://k12sotn.ca/papers/defining-e-learning-in-canada/
Presentations https://k12sotn.ca/presentations/