How Do We Transition From Emergency Remote Teaching to Quality Online Learning?

By Jayne Geisel, Jessica Snow, Hannah Warkentin

post-secondary students took online courses in 2020-21 due to COVID-19 (Schrumm, 2020).

of Canadian post-secondary institutions transitioned courses online (blended or fully online) in 2020 (Bazinet et al., 2020).

Online teaching requires a different perspective compared to on-ground teaching...New faculty should be offered to reduce teaching loads to enable them to transition to the demands of online instruction...and all faculty should set boundaries for reasonable workloads.

(Tanis, 2020, p. 19).

What is quality online learning?

Online learning is a form of distance education in which a course is intentionally designed to create meaningful virtual learning experiences. Faculty undergo a design phase well in advance of the course and use pedagogical approaches for assessment, engagement, and instruction specific to the virtual learning environment (Bates, 2020; Schultz & De Mers, 2020).

How does quality online learning differ from ERT?

Appropriate time for tasks

Online learning requires a detailed schedule including time estimates on asynchronous tasks (Tanis, 2020; Theodosiou & Corbin, 2020). Instructors engaged in ERT may not have time to create such schedules (Day et al., 2021; Shin & Hickey, 2021).

Student-student communication and collaboration

Learner to learner communication enhances outcomes in a quality online learning environments (Chickering & Ehrmann, 1996; Schultz & De Mers, 2020; Tanis, 2020; Theodosiou & Corbin, 2020). As ERT is an alternate way of delivering face-to-face content, there is a lack of emphasis on collaborative activities (Hodges et al., 2020; Shin & Hickey, 2021).

Faculty-student communication and collaboration

Timely responses and faculty participation in discussion boards promote engagement (Schultz & De Mers, 2020; Tanis, 2020). However, ERT’s focus is largely learner-content interaction (Schultz & De Mers, 2020).

Prompt feedback

Frequent, constructive, and positive feedback is key to online learning (Chickering & Ehermann, 1996; Tanis, 2020). Communication is difficult during ERT (Day et al., 2021; Hodges et al., 2020).

Active learning techniques

Students in quality online learning environments prefer interactive components, which include video, audio, and images over static/silent course material (Tanis, 2020). Many faculty resort to synchronous lecture in ERT (Damsa et al., 2021; Moorhouse & Konke, 2021; Schultz & De Mers, 2020).

Respect for diverse learning preferences

Quality online learning means faculty are willing to adapt courses to meet students’ diverse learning needs (Tanis, 2020). The speed at which ERT is adopted means accessibility of learning materials might not be addressed (Hodges et al., 2020; Shin & Hickey, 2021).

High performance expectations

Online learning is intentionally designed to support high performance using clear rubrics and expectations (Tanis, 2020). ERT’s focus is on safety, not necessarily learning (Hodges et al., 2020; Schultz & De Mers, 2020).

Teachers’ motivation can impact the quality of their teaching, mental health, and long-term commitment to teaching as well as students’ learning.

(Moorhouse & Kohnke, 2021, p. 280)

Multiple studies show that there are six key considerations in the transition to online learning: technological, pedagogical, psychological, institutional, socio-political, and content (Pischetola et al., 2021; Amhag et al., 2019; Tanis, 2020; Moorhouse & Kohnke, 2021; Fatimawati & Badiozaman, 2021; Schultz & de Mers, 2020).

Technology impacts how learners interact with content

Understand that learners interact differently with content when mediated through technology (Pischetola et al., 2021).

Create adaptable learning designs

Create flexible learning designs that can be modified to increase accessibility and student success (Tanis, 2020).

Practice empathy

Practice empathy with learners and encourage empathy between learners (Pischetola et al., 2021).

Rethink their relationship with technology

Consider their attitude toward technology and how a positive relationship with technology can enhance learning (Amhag et al., 2019).

Implement initiatives to related well-being and resilience

Implement initiatives to support instructors' psychological well-being and encourage specific behaviours related to the pursuit of goals, resilience, adaptability, and persistence (Fatimawati & Badiozaman, 2021; Moorhouse & Kohnke, 2021).

Provide training programs for learning technologies

Provide technical training programs that include practical examples of how technology can enhance subject matter learning and help teachers understand the pedagogical value of technology (Amag et al., 2019).

Practice alternative pedagogies

Provide instructors with the resources, time, and knowledge to practice alternative pedagogies, such as pedagogies of care (Karakaya, 2021).

Ensure accessibility and inclusivity

Provide enhanced services and accommodations for disadvantaged students, including access to technology or other resources required for effective learning (Day et al., 2021; Pischetola et al., 2021).

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