SITE 2022 - Pandemic Pedagogy: Lessons from the Canadian Context

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This document summarizes the response of Canadian K-12 schools to the COVID-19 pandemic from 2020 to the present. It describes how schools initially shifted to emergency remote learning in Spring 2020. It then discusses the various learning models schools adopted in the 2020-21 school year, including structural and pedagogical hybrid models. The document also notes the time lost to school closures across Canadian provinces. Moving into 2021-22, schools planned to return to normal but have faced new outbreaks and closures. It concludes by posing questions about what the future may hold for distance, online, and blended learning going forward.

Education

Michael Barbour,Touro University California
Randy LaBonte, Canadian eLearning Network
Pandemic Pedagogy: Lessons from the Canadian Context

https://sites.google.com/view/canelearn-ert/

K-12 Distance and Online Learning
Prior to COVID

Fall 2020 (Phase 2)
Starting to prepare to re-open

Fall 2020 (Phase 2)
Preparing to re-open

2020-21 School Year (Phase 2)
Various learning models available

2020-21 School Year (Phase 2)
Structural hybrid learning model

2020-21 School Year (Phase 2)
Structural hybrid learning model
Monday Tuesday Wednesday Thursday Friday
In person lesson
(Topic A)
In person lesson
(Topic B)
Distance lesson
(Topic C)
Distance lesson
(Topic D)
Distance lesson
(Topic E)
Distance lesson
(Topic A)
Distance lesson
(Topic B)
In person lesson
(Topic D)
In person lesson
(Topic E)

2020-21 School Year (Phase 2)
Pedagogical hybrid learning model

2020-21 School Year (Phase 2)
Time lost to province-wide school closures for each province or territory across Canada

Fall 2021 (Phase 2)
Preparations to re-open schools

Two+ years into the Pandemic
How is it going?
Randy LaBonte, Canadian eLearning Network
Michael Barbour,Touro University California
John Watson, Digital Learning Collaborative
Frank McCallum,VistaVirtual School
Todd Pottle, Ontario eLearning Consortium
Michael Canuel, LEARN
• All jurisdictions began the 2021-22 school year with plans for a
normal or pre-pandemic normal, with some removing the
enhanced health and safety protocols, such as masks
• only months into the current school year, there are already school
closures and the need for remote learning due local and regional
outbreaks all across the country (CBC News 2021a; CBC News
2021b; CBC News 2021c; CBC News 2021d; The Canadian Press,
2021 Moore, 2021; Watson, 2021)
• Some jurisdictions no longer offered remote learning as an option
with the alternative being to leave the school and attend either
homeschooling or enroll in full time online learning
• And now… Staffing shortages

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. How have politicians and policymakers responded after the
past two years regarding short-term and long-term school
closures in preparation for the next disaster?
4. What effect will all this have on K-12 online learning?

Associate Professor of Instructional Design
College of Education & Health Services
Touro University California
mkbarbour@gmail.com
https://www.michaelbarbour.com

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Covid 19 is a social problem with both positive and negative implications on the people. A lot of studies were conducted on the negative implications of covid 19 on nation’s educational development, regrettably, there were paucity of scholarsly studies on the posivtive implication of this pandemic on the educational development in Nigeria. Therefore, this study seeks to fill this gap in scholarship by examining the positive implications of Covid 19 pandemic on educational development of tertiary institutions in the 21st century in Nigeria. Thus, the study was guided with three objectives and three corresponding research questions. The social change theory evolutionary perspectives and functionalist theory were used as the theoretical approaches to the study.. The study adopted a quantitative method, whereby, the survey design was adopted. The questionnaire instrument was used for data collection. The instrument was titled Covid 19 Pandemic Questionnaire CPQ and Educational Innovations, Improvement and Development Questionnaire EIIDQ . The four Likert scale SA, A, D and SD were also used. The sample size for the study was 400 derived through convenience sampling technique. The study equally used quota, purposive and accidental sampling techniques. Simple percentage, mean and standard deviation were used for data analysis. The paper reveals that apart from the negative outcome, the outbreak of covid 19 in Rivers State brought about positive outcome in the tertiary institutions, as there were perceived improvement, innovations and development in the system, through the use of online or e learning medium. Therefore, the study recommends that teachers who are the pioneer of teaching or education, should even at this period of time when there is ease of the pandemic, utilize or subject the students with e learning so as to avoid shock in case of future occurrence, and also, that teachers and students should do the needful to ensure they improve on ICT skills in case there is need for e learning. Emeodu, Elijah Nwabueze | Obuzor, Mezewo Emerinwe "Covid-19 Pandemic and Educational Innovations and Development of Nigerian Tertiary Institutions in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46278.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/other/46278/covid19-pandemic-and-educational-innovations-and-development-of-nigerian-tertiary-institutions-in-the-21st-century/emeodu-elijah-nwabueze

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1) Emergency remote learning was implemented in Spring 2020 in response to school closures from COVID-19, with the goal of providing temporary instruction until in-person learning could resume. 2) Various learning models were used throughout Phases 1 and 2 of the pandemic from 2020-2022, including fully remote, hybrid, and in-person options depending on infection rates and public health guidelines in each province. 3) The pandemic highlighted the need for schools to plan for both short and long-term closures going forward, including developing distance learning curricula and training teachers to facilitate online instruction.

AECT 2022 - Pandemic Pedagogy in Canada: Lessons from the First 18 Months

SITE 2022 - Pandemic Pedagogy: Lessons from the Canadian Context

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