When Cheryl Ambrose prepares her granddaughter for the first day of second grade, they won’t be heading to the bus stop or driving to school together. Instead, the seven-year-old will set up for another year of virtual classroom from the front room of their home in Kitchener, Ontario. This has been their routine since the granddaughter started junior kindergarten.
While many caregivers were relieved when remote learning ended, Ambrose is among those who prefer the virtual schooling option. For her, it is motivated by the ongoing spread of COVID-19 and the potential risk of long COVID. Additionally, she has found that her granddaughter learns better in a non-traditional classroom setting.
However, the decision to continue with virtual schooling came with compromise. Ambrose had enrolled her granddaughter in French immersion for the first grade, but the program was not available for remote learners this year due to low demand. Despite this setback, Ambrose prioritizes safety and said she would resort to homeschooling if the school board stops offering a remote option.
Ambrose, who is partially retired but still manages business operations for her husband’s construction company from home, expressed her willingness to take on the role of a teacher if needed. Although teaching was never on her list of things to do, she feels prepared and has access to resources to facilitate homeschooling.
In the Waterloo Region District School Board, the number of students learning remotely has decreased compared to the previous year. While remote learning is no longer compulsory, many jurisdictions continue to offer it as an option. For example, British Columbia, Saskatchewan, and Manitoba all provide remote learning options for students.
Reductions in popularity can be attributed to the decrease in COVID-19 cases and the diminishing fear of enclosed spaces. However, Roopa Reddy, a lecturer in social enterprise at the University of Waterloo, believes that the pandemic has significantly pushed online learning forward. Through this period of online learning, teachers have gained valuable experience in employing synchronous and asynchronous teaching methods, ultimately improving course design.
Reddy suggests that shorter lecture videos have proven to be more effective for students. She emphasizes the importance of considering factors such as class size, subject area, and course goals when deciding whether synchronous or asynchronous online learning is more appropriate.
Dave Cormier, a digital learning specialist at the University of Windsor, stresses the importance of considering the context in which remote learning takes place. Internet access and technology limitations can significantly impact students’ ability to fully participate. Access to specialized courses may be particularly beneficial for students in remote or rural areas, but not all students have equal access to resources. Statistics Canada found that a significant percentage of households with children do not have access to the internet or lack sufficient devices for each family member.
Ambrose acknowledges the privileged position she and her granddaughter are in, as not everyone can take advantage of the opportunities provided by remote learning. She recognizes that factors such as internet access and the need to work outside the home can limit individuals’ ability to participate fully in virtual schooling.
Overall, virtual schooling has presented both challenges and opportunities for students and caregivers. As the field of online learning continues to evolve, educators are finding ways to optimize the learning experience and cater to the diverse needs of students.
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