This document summarizes K-12 e-learning in Canada. It conducted surveys of education ministries and key stakeholders to analyze online and blended learning programs. The data shows growth in distance and online learning options, though blended learning statistics are less reliable due to varying tracking methods. The document emphasizes that effective online learning requires purposeful instructional planning, consideration of pedagogical strategies, teacher training, and tool selection based on strengths and limitations. It also distinguishes emergency remote teaching during a crisis from regular online learning.

1. State of the Nation:
K-12 E-Learning in Canada
Michael K. Barbour
Touro University California

2. ?

4. https://k12sotn.ca

5. 1. a survey sent to each of the Ministries of Education;
2. follow-up interviews to clarify or expand on any of
the responses contained in the survey;
3. an analysis of documents from the Ministry of
Education, often available in online format; and
4. follow-up interviews with key stakeholders in many
of the jurisdictions.
• an individual program survey
Methodology

6. Regulation

7. National Overview

8. Activity: Distance & Online Learning

9. Activity: Distance & Online Learning

10. Activity: Distance & Online Learning

11. Activity: Distance & Online Learning

12. Data on the level of blended learning is
quite unreliable.
• data based on the number of student accounts in
LMS, but doesn’t mean students are actually using
them
• excludes those that do not make use of provincial
LMS
• estimated from data collected in the surveys
circulated directly to existing e-learning programs
Activity: Blended Learning

13. 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 which are best suited to the specific
affordances and challenges of delivery mediums and
the purposeful selection of tools based on the
strengths and limitations of each one. 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.

14. 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 which are best suited to the specific
affordances and challenges of delivery mediums and
the purposeful selection of tools based on the
strengths and limitations of each one. 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.

15. Emergency remote teaching is a temporary shift of
instructional delivery to an alternate delivery mode due
to crisis circumstances. It involves the use of fully
remote teaching solutions for instruction or education
that would otherwise be delivered face-to-face or as
blended or hybrid courses and that will return to that
format once the crisis or emergency has abated. The
primary objective in these circumstances is not to re-
create a robust educational ecosystem but rather to
provide temporary access to instruction and
instructional supports in a manner that is quick to set
up and is reliably available during an emergency or
crisis.

16. Emergency remote teaching is a temporary shift of
instructional delivery to an alternate delivery mode due
to crisis circumstances. It involves the use of fully
remote teaching solutions for instruction or education
that would otherwise be delivered face-to-face or as
blended or hybrid courses and that will return to that
format once the crisis or emergency has abated. The
primary objective in these circumstances is not to re-
create a robust educational ecosystem but rather to
provide temporary access to instruction and
instructional supports in a manner that is quick to set
up and is reliably available during an emergency or
crisis.

17. Activity: Remote Learning

18. CANeLearn Remote Learning Research site - https://sites.google.com/view/canelearn-ert/
CANeLearn Research Projects - https://canelearn.net/home/research/projects/

20. Your
Questions
and
Comments

21. Associate Professor of Instructional Design
Touro University California
mkbarbour@gmail.com
https://www.michaelbarbour.com