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Perspectives of Canadian Distance Educators on the Move to Online

Canadian Journal of Higher Education

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Canadian Journal of Higher Education | Revue canadienne d"enseignement supérieur 51:1 (2021) Perspectives of Canadian Distance Educators on the Move to Online Learning

Abstract

Our qualitative study explored transition in seven Canadian universitiesearly providers of distance education that transi

tioned to online learning between 2002 and 2017. We interviewed 16 individuals who were involved in the design, planning,

al structure and roles. Many saw an increased focus on learning and teac hing. Access, revenue generation, and technology

important. We propose that the roots of today"s challenges and opportunities in online learning may be found in the ex

perienc es of distance educators who were early adopters. Notre étude qualitative explore la transition dans sept université s canadiennes qui sont passées à l"apprentissage en ligne entre 2002 et 2017 et comptent parmi les premiers fournisseurs d"ense ignement à distance. Nous avons interrogé 16 per ont indiqué que leurs universités avaient subi des changements importants en ce qui concerne la structure organisationnelle urd"hui en matière d"apprentissage en ligne se retrouvent dans les expériences des éducateurs à distance qui ont été parmi les premiers à adopter cette approche.

Mots-clés :

changement organisationnel, enseignement à distance, apprentissage en ligne, universités canadiennesIntroduction

The challenges facing higher education in the 21st cen tury are well documented. Higher education is shaped by social, technological, economic, and political trends including demographic changes, calls for greater equal ity and access by non-traditional students, technological advancements, questions about the future of work and es and questions have inspired calls for higher educa tion change and reform in Canada and beyond (Brown, higher education has steadily increased in recent de

Athabasca UniversityCindy Ives

Athabasca University

Moving to Online Learning

C. Ives & P. Walsh

learning management systems, educational institutions began to experiment with web-based courses and teach ing environments, and online learning was poised to be come part of the mainstream of higher education by the As distance educators, former vice presidents, and change agents with more than 25 years" experience in study to explore the experiences of distance education colleagues across the country as they transitioned their programs into online modalities. This report documents

Distance Education and Online Learning

Initially in Canada, it was the single-mode (distance ed with distance education programs, often through a con teaching and learning where instructors and students generation. As communication technologies advanced, succeeding generations incorporated two-way interac tions through telephone, mass media, teleconferenc is traditionally designed using a systematic process, supported by instructional designers and technologists that courses and programs are focused on learner needs and the alignment of learning strategies, activities, and net mediates synchronous and asynchronous communi cation, and online learning is understood to be a recent While Canadian reports revealed a growing interest in and attention to online learning (Advisory Committee studies of distance education include a focus on orga role of academic leadership in supporting online learn experiences of seven Canadian universities that moved and 2017. Most participating universities had a history of correspondence-type distance education using print and integrated media. Our study investigated selected academic and administrative changes resulting from the learning. We explored factors and conditions that led to or inhibited success, academic models that emerged, may provide new perspectives on the social, economic, and educational potential of online learning as promoted in the literatures on leadership of change and the impact

Organizational Culture and Leadership

and characteristics of which require considered ap proaches and strategies to facilitate successful change cultural dynamics are better prepared to address orga and cultures and the predominance of loosely coupled inspire individuals and groups to collectively reinterpret

Moving to Online Learning

C. Ives & P. Walsh

30
goals and develop new meanings and beliefs. Others sensemaking processes throughout the implementation edging the potential for transformative change, some have argued that educational practices have not been The importance of leadership in facilitating academ ucation leaders can assist others to develop new insti tutional identities, supporting and motivating them to initiate desired innovations. Whereas traditional leader ship theories have often focused on hierarchical individ leadership as an emergent event that occurs as a result of interactions between individuals and groups generat shares characteristics with distributive or collaborative better colleges and universities, individual leadership is critical, and new visions for teaching and learning are needed.

Organizational Change and Technology

an environment of predictable funding and enrolments for universities to adapt by integrating newly available information and communication technologies. In par ticular, the potential of novel productivity, learning, and course management software inspired distance educa technologies in teaching and learning environments. Pe needed to fully implement the promise of technology-en hanced, accessible learning. A study that documented pressures for technology adoption and impact on univer ed to variables such as organisational mission, goals, critical to the adoption of e-learning. approach...[to integrating] technology across the uni versity system in the service of teaching and learning" had not demonstrated the capability to disrupt their aca demic models and concluded that changes resulting from technology adoption would depend on the change cul tion failed to achieve the systemic change needed for transformation because it had not leveraged technology lamented the slow adoption of learning technologies, no-pedagogical specialists to adopt technology in sup reported that a lack of instructor support contributed to the limited use of learning technologies or misalignment of technology with pedagogical approaches. They rec ommended that pedagogy should be the focus and that, before adoption, technologies should be critically evalu ated for pedagogical appropriateness and relevance. cant global growth in online learning. Common themes

Moving to Online Learning

C. Ives & P. Walsh

31
change in higher education, the role of leadership, and the potential of distance education and online technolo gies to impact teaching and learning. While the literature were interested in moving beyond the potential and pos sibilities to a deeper understanding of the real-life expe riences of others and how their insights could provide evidence-based practice and point the way to further research.

Research Questions

In light of our own transition experiences, our reading of the literature, and world-wide growth of online learning, we conducted a qualitative study of selected Canadi grams. Our study investigated academic and adminis trative changes implemented as a result of the move to online learning. We were interested in the main drivers of change, what changes emerged and whether they manage change.

Methodology

Research Design

Our study was an emergent qualitative and exploratory structivist, interpretive approach we designed an inves tigation that would build on our experience with distance and online education. The study was small enough in scale to manage a large volume of data, yet was repre sentative enough to provide insights into the potential of online higher education in Canada. We had no expecta on the conduct of interviews, transcription, coding, and descriptive analysis.

Participants

As a convenience sample, we selected seven universi ties in six provinces from our knowledge of their history representatives as candidates for interviews. We chose

16 participants based on their position, responsibilities,

knowledge of and experience with distance education, the planning, design, and implementation of the move to online learning in their universities, and all returned signed consent forms. The various roles of our interview ees included instructional designer, director, dean, vice provost, and provost, evidence of leadership at multiple levels within these universities.

Researcher-Participant Relationships

We had both been involved with the board and advisory leaders with networks of colleagues with similar respon sibility across the country had already led to conversa tions about successes and challenges in the online dis tance education space, and our prior relationships with those who agreed to contribute may have inspired their participation as our study was aligned with their interests. our lived experiences in Canadian distance education through our executive and management positions and their relationship to our own earlier individual research initiatives in technology integration and leadership. Fur ther acknowledging our positionality (Palaganas et al., lished a rigorous study leading to credible results (Maher es with our participants as well, allowing for building of trust and trustworthiness.

Moving to Online Learning

C. Ives & P. Walsh

Data Collection

ings, and collected relevant university documents for ogies to store our data in easily accessible, secure cloud locations.

Together we conducted 15 open-ended interviews

with 16 individuals (one interview involved two peo technologies, based on comfort level of participants and availability of stable technology. The interviews aver aged two hours. We developed the interview protocol from questions informed by our own experiences as well we invited interviewees to be candid in their responses ity and anonymity of both themselves and their universi ties in accordance with our ethical approval conditions.

We debriefed each interview experience with one

porated changes from participant validations of the tran

Analysis

The themes that emerged from the literature review and our experiencesaccess, change, culture, inno initial descriptive codes we considered for exploring the interview transcripts. We coded the topics covered in each transcript collaboratively and synchronously, using the screen sharing feature of our university-supported the analyses of these data. We co-coded all transcriptsquotesdbs_dbs1.pdfusesText_1

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