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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/437

Authors: LeBourdais, Corine
Supervisor(s): Dr. Constance Blomgren, Athabasca University, Dr. Susan Bainbridge, Athabasca University
Examining Committee: Dr. Jennifer Locke, University of Calgary, Dr. Barbara Brown, University of Calgary
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Emergency Remote Teaching
Secondary School
Educational Program Delivery
Teaching practices
Distributed Learning
Educational structures
Online Learning
Online Educational Structures
Issue Date: 1-Feb-2024
Abstract: COVID-19 had a direct impact on how British Columbia K-12 educational institutions provided their educational programs to students following Spring Break 2020. The Ministry of Education in British Columbia put in motion its continuity of learning goals by implementing Emergency Remote Teaching (ERT) for all schools in the province. Teachers were required to completely shift their teaching practices and educational program delivery to satisfy the Ministry of Education’s new educational program delivery plans. ERT had an immediate and residual effect on K-12 teachers and educational structures, such as school schedules, timetables, individual education plans, and report cards. Limited research has been done on the topic of ERT in general, therefore, this study has provided valuable insights and direction for further studies. This pragmatic study incorporated a single case mixed methods study approach to explore the effect of ERT on secondary school teachers in a central British Columbia school district during and following the implementation of ERT. Quantitative and qualitative data was collected through an initial survey and a subsequent interview with volunteer survey respondents. The focus was on ERT and its immediate effects as well as residual effects on K-12 teachers in general and, specifically, secondary school teachers in British Columbia. This study found that teachers experienced notable effects in several areas including workload and health. Teaching quality was a concern as was use of technology, teaching online, and educational structures. There is a definite need for teachers to have technology knowledge and training, understand online pedagogy and receive online training, and have access to flexible educational structures, such as timetables, schedules, reporting periods and formats, and innovative attendance expectations.
Graduation Date:  -1
URI: http://hdl.handle.net/10791/437
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