Can we stop assuming that in-person learning is “better”?
A young person in my life (let’s call them Jamie, for the sake of anonymity) is currently dealing with a challenging situation in one of their courses. According to Jamie, their instructor is providing little to no direct instruction, providing little to no guidance about what to study, and students are mostly left to figure out what to do one their own using only the course textbook. There is a learning management system (LMS) for the course, but very little is posted in the course shell (much less any learning resources). The students are regularly given high-stakes quizzes/tests with no preparation other than what they can manage to teach themselves, and no opportunities to re-take a test or do something that demonstrates that they’re learning from their mistakes. If they bomb a quiz/test, their mark drops substantially. Too bad, so sad . . . and the course carries on.
“Well, that’s a really poorly designed/delivered online course,” you might say. And, you’d be absolutely right about it being poorly done, but absolutely wrong about it being online. Jamie’s course is being delivered fully in person with no technology integration other than the sporadic use of the LMS.
A need for change. But how?
“[O]ur current post-secondary landscape is not inspiring confidence for many. There do not appear to be quick or easy solutions; however, there is an acknowledgement that change is needed, which is a good starting point.” ~CDLRA 2025 Pan-Canadian Report (p. 31)
These are the closing words I wrote for the 2025 Pan-Canadian Report, recently released by the Canadian Digital Learning Research Association (CDLRA). I’ve led the longitudinal research conducted by the CDLRA and authored the report for the better part of a decade now. I’ve also worked on numerous other research studies related to digital learning over the years and I’ve long advocated for greater technology use in the sector, especially to expand online learning opportunities.
But, with the exception of a few lasting effects of the pandemic, such as the increased use of basic technologies (e.g., learning management systems and videoconferencing platforms), not a whole lot has changed over the years that I’ve worked in the field. Lately, I’ve started to feel like Sisyphus, pushing the same heavy rock up the hill day after day, writing report after report, without seeing much change as a result. So, instead of giving in to my inner cynic, I’ve taken some time for introspection and I’ve decided to do more to effect change.