The Teaching and Learning Innovation Digest - May 2023

THE ONLINE MODALITY
AND METRICS
Global and institutional trends
Dr. Sowmya Kishore
Professor, Teaching and Learning,
Centre for Faculty Development and Teaching Innovation (CFDTI)
An enormous amount of data has been
captured and studied since our emergence
from the pandemic. National surveys have
found a shifting focus to “working to live” rather
than “living to work,” and this includes student
voices. This watershed moment for digital
learning at Canadian postsecondary institutions
is making it clear that the lasting impacts of
such shifts will continue to drive change in the
years to come. Having witnessed a wealth of
innovation in the field of education, several
experts and studies suggest that many of these
innovations will likely outlast the pandemic
(Roth et al., 2023).
Educational research was predominantly
focused on class or course levels, rarely could
we scan how online delivery worked across
programs or across institutions. Now, there
is an unprecedented agreement about the
direction of higher education, in terms of
teaching modes. It appears, the world has
not gone back to square one, it has settled
somewhere in between, a “blended future”.
The COVID-19 pandemic forced almost
everyone on earth online, creating a
randomized trial with a control group so
big, it was a researcher’s wildest dream.
—NY Times.
We take a look at some of the key trends
and lessons learned from such data, before
focusing on our own institutional findings
from the shift in modality across schools
at Centennial.
What we learned
• Online research grew: it was like action
research on steroids, a type of scholarship
that examines an activity in progress.
• Class size matters: large introductory
classes with 100+ students benefit
(thanks to chats and virtual feedback)
while students in small elective classes
like it less (reduced opportunity for
face-to-face discussion).
• Focus on health and wellness:
heightened emphasis on work-life
balance, burnout, camaraderie, and
support. Educational technology impacts
student and faculty!
• Variety of online resources and activities:
no matter the modality, students are
looking for flexibility, social interaction, and
academic engagement.
• Device access does not mean equity:
learners with disabilities and those
with life situations are often left
out. Assistive technology usage has
increased for even those not reporting a
disability need, ex. video captions.
We have come to realize more intentionally
that students are people with complex learning
needs and goals. Completing a diploma or
degree is the most common way survey
respondents define a successful higher
education experience, but it was found, they
are also hoping to secure a job, achieve
personal growth, secure a high salary, and
much more!
Let’s accept, the online versus face-to-face
dichotomy is being disrupted, and this reflects
the increased interest in teaching and learning
online and via hybrid modes, even prior to
the pandemic.
Post-pandemic trends in Canadian higher
educational landscape
• Faculty Professional Development: nearly
all institutions are expected to provide
support and training in the areas of effective
use of the institution’s learning management
system (LMS), teaching with technology,
alternative assessment techniques using
digital technologies, funding, and resources
for faculty to use innovative technologies in
their courses.
• Renewed Investment: in technology
infrastructure, open educational resources
(OER) and Instructional Design for online
course development.
• Increase in internationalization: despite a
slump during the pandemic, this figure is
estimated to jump to three million by 2030.
• Inclusive pedagogy: to create equitable,
responsive learning environments that offer
personalized learning approaches for the
diverse student body.
• Focus on micro-credentials and soft skill
developments: including teamwork ability,
creativity, interdisciplinary knowledge,
interpersonal communication, and
cross-cultural competencies.
Challenges that still need attention
• Quality assurance and learner engagement.
• Universal Design for Learning (UDL)
integration in courses and services.
• Hands-on, experiential learning, virtual
work-integrated learning placements.
• Creating community and opportunities for
learners to get to know one another.
• Just-In-Time training and support and
curation of asynchronous material.
How did Centennial students re/TURN?
We looked at student choices in modality
by analyzing the changing numbers since
early 2022, as seen in the charts that
follow. In comparing domestic and international
student markets, the proportion of Hybrid
has continued to increase while that of inperson
has dropped significantly from Fall
2020. However, an interesting trend shows that
more students have switched back to in-person
since 2022.
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