Key recommendations

• Increase interaction and communication is needed between students and instructors
• Increase funding for digital literacy training and IT support for students

Key population

Newcomers, especially those with language proficiency at CLB 3

Key findings

• There was a correlation between age and online learning preference, and reasons for opposing online classes included interaction with peers and instructors, and increased engagement
• Access to the internet and a computer may present a barrier for online learning, and students unable to access this on a consistent basis were the only students removed from class. No access to a household computer was also associated with lesser outcomes in class.
• Inability to operate computers effectively also presents a barrier to online learning, though practice and instructions provided beforehand can help with this.
• Being unable to access programs on phones also presents an additional barrier to accessing classes online.
• Budgetary restraints also present a difficulty in helping students learn how to use computers, as low funding prevents such training from developing
• High drop-out rates have also accompanied the transition to online learning, as well as decreased interest, and long waitlists to enter classes

Gaps identified

Community organizations

• IRCC

Open-access – Yes

Location

Alberta

Integration timeline