Looking Ahead to the Future of Post-Secondary Education: 2022 Ontario Report
The Canadian Digital Learning Research Association (CDLRA) 2022 Ontario Report on digital learning strategies, policies and practices at postsecondary institutions across Ontario is now live. Read the full report here.
“This is a fun time. There is an opportunity right now that didn’t’ exist before to experiment with new strategies, to enhance and to provide learning experiences for an increasingly diverse student body.” states Dr. Nicole Johnson, Executive Director, CDLRA. “The widespread use of digital technologies in teaching and learning – it’s here to stay. Institutions are facing pressure from students who are saying ‘we want more flexibility’ and that in-of-itself is telling me that there’s going to be a shift towards technologies and different modes of learning.”
The CDLRA conducts annual pan-Canadian studies to advance knowledge on digital learning across the country and the 2022 Ontario Report brings together the Ontario-specific findings, extrapolated from the CDLRA’s Spring and Fall National Surveys.
“The CDLRA has done an exemplary job in providing our sector with a view into the future of postsecondary education in Ontario,” said Dr. Robert Luke, CEO, eCampusOntario. “The 2022 Ontario Report highlights the desire among students for accessible hybrid and virtual learning options. Co-creating these options for flexible education helps empower learners to meet the evolving needs and demands of the social and work environment in the digital era.”
The 2022 Ontario Report explores the impact of the pandemic and provides insights as to what the future may hold for postsecondary education in the province.
- Faculty fatigue and burnout is currently the most pressing teaching and learning challenge
- Alternative credential offerings, hybrid course offerings, and online course offerings are expected to increase over the next two years
- Students want greater choice and flexibility in how they access their courses and more technologies used in their courses
- Faculty professional development for teaching online focuses mainly on LMS use, how to use video-conferencing technologies, online assessment practices, and how to teach in multiple modalities
- Most institutions do not require professional development for faculty prior to teaching online; however, voluntary training is offered at most institutions
- Regardless of learning mode (online, hybrid, or in-person), respondents tended to give their institution a “B” or “C” letter grade for how well their institution incorporates equity, diversity, and inclusion (EDI) practices into their courses