As a graduate student in the Faculty of Education at Ontario Tech University, I'm constantly reflecting on the evolving landscape of higher education, especially concerning innovative digital pedagogies. This week's reading, "The Effects of COVID-19 on Higher-Education Teaching Practices" by Power, Kay, and Craig (2024), offers a compelling synthesis of how Canadian higher education institutions adapted to online teaching during the pandemic and the lasting impacts on teaching practices. The abrupt shift to online learning in 2020, necessitated by the COVID-19 pandemic, forced many instructors into unfamiliar territory. However, as Power, Kay, and Craig (2024) highlight, this transition also sparked widespread innovation in the use of digital technologies and pedagogical approaches. This study, drawing on data from 35 survey respondents and six focus group participants across two Canadian universities (Cape Breton University and Ontario Tech University), focused on three key areas of impact: digital tools use, immediate teaching practice, and future teaching practice.
A significant finding was the general comfort instructors developed with new digital tools, particularly learning management systems and virtual meeting applications such as Google Meet, Microsoft Teams, Zoom, Blackboard, Canvas, and Moodle. While most felt comfortable with these tools, challenges arose, especially with breakout rooms and students' understanding of their role in the online learning process. This resonates with my own observations as the technology itself often isn't the primary hurdle, but rather ensuring student engagement and clarifying expectations within a new digital environment. During the pandemic, I assisted Durham College with transitioning courses online. It was difficult to ensure that students gained both theoretical and practical experiences. As focus group noted in the article, "I got the impression it wasn't necessarily the technology that was the issue. It was the students to actually engage with the kinds of activities that you were putting in front of them".
The pandemic-driven shift also led to changes in immediate teaching practices. The article points to the co-creation of learning spaces, different ways of connecting with students, and the democratization of learning as key developments. The concept of co-creating learning spaces is particularly intriguing, as it suggests a move away from traditional hierarchical structures in education. This involves students taking on more active roles, such as presenting tech tools or facilitating small team discussions, which ultimately benefits both students and instructors.
Perhaps the most profound impact, and one that holds significant implications for my future practice, is on future in-person teaching. The study indicates an increased use of digital tools, structural reorganization of classes, heightened enthusiasm for teaching, and an increased appreciation for in-person environments. The idea of integrating pre-recorded mini-lectures to free up class time for more active learning, small-group activities, and review, as suggested by Respondent P, is a pedagogical strategy I'm keen to explore. Furthermore, the notion of "differentiated pathways for students to meet their learning goals", where students can choose their own grade based on "core" and "advanced" work, represents a truly innovative approach to structural organization that promotes student agency and equity.
Power, Kay, and Craig (2024) emphasize that individual success in technological and pedagogical innovation depends on whether faculty perceive digital tools and pedagogies to be helpful. The authors' recommendations for higher education institutions to provide sustained professional development programs focusing on pedagogical and instructional design best practices for online teaching are crucial for fostering ongoing innovation.
This reading has certainly affirmed my belief that the pandemic, while disruptive, served as a catalyst for significant pedagogical advancements in higher education. The focus has shifted from merely using technology to thoughtfully reconceptualizing how activities can actually be undertaken using these technologies as a "moderating or a facilitating kind of force" to foster stronger learning communities and enhance student engagement. I look forward to exploring these innovative digital pedagogies further throughout this course and integrating them into my own teaching practice at Durham College and in my career as a Clinical Practice Leader.
Reference
Power, R., Kay, R., & Craig, C. (2024). The effects of COVID-19 on higher-education teaching practices. International Journal of E-Learning & Distance Education, 38(2), 1-47.
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