The COVID-19 pandemic has given rise to the burgeoning of online, blended, and hybrid classrooms. The transition to virtual learning has been a challenge for many teachers and learners, but for multilingual learners (MLs) who have to navigate the virtual learning environment in a new language, online learning can be particularly difficult.…

In March, 2020, campus restrictions associated with COVID-19 necessitated significant changes to undergraduate instruction at institutions of higher education. Rapid, unplanned transitions to remote learning caused disruptions for all educators, especially those who traditionally facilitate student learning via wet labs or live animal…

Universities around the world are increasingly moving towards blended learning models to engage their 21st century learners (Alammary et al., 2014; Brenard et al., 2014; Tandoh et al., 2014). However, students' engagement and satisfaction with blended learning in dental education remain understudied. To address this gap, this study examines the…

This article describes a self-study inquiry project designed and conducted by a self-study group at a Faculty of Education in an Atlantic Canadian University. The seven-member group engaged in a collaborative self-study inquiry while adopting Universal Design for Learning (UDL) principles in their teacher education practices and documented their…

Based on the concept of Communities of Practice (CoP), this study describes the design and implementation of an online academic conference, Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL) 2021, as a backdrop for exploring how to effectively promote the development of academic citizenship within the PPTELL CoP. To address…

This paper focuses on the experiences of ten women in Canada with refugee backgrounds from the Horn of Africa as they helped their adolescent children (ages 12-18) navigate the challenges of at-home online learning during the global COVID-19 pandemic. We situate our analysis within specific aspects of Yosso's (2005) Community Cultural Wealth…

Responses to the transition to online learning during the pandemic underscores the importance of faculty engagement in professional development (PD) to enhance their teaching practices. However, the creation and offering of PD opportunities does not always lead to faculty engagement. Using a change management perspective (the ADKAR framework),…

Owing to an exponential increase in the number of courses offered online, it is crucial to understand this mode of delivery on a deeper level. In this study, associations among course performance, the use of online resources (i.e., online homework assistance, practice questions and practice tests), mode of delivery (online versus in-person), and…

In previous research, Canadian physiotherapists identified barriers to effective external focus promotion and recommended the delivery of a focus of attention workshop as a solution. Accordingly, the current research entailed the virtual delivery of such a workshop, consisting of asynchronous Website modules followed by a synchronous group…

Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using…

In this article, overlapping, disparate stories from a university team teaching the Art and Design Education Lab course during the COVID-19 pandemic are presented in order as teaching faculty, academic librarian, and research and teaching assistants. The reflections from the teaching team reveal their COVID-19 pandemic responses as research, in…

In response to the COVID pandemic, university classes across the world were forced online. The literature on online learning has traditionally focused on students who choose online learning. In light of recent shifts in education, online learning continues to increase its prevalence in the education of all students, including those who would not…

Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on postsecondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in…

Recent advances in smart devices and online technologies have facilitated the emergence of ubiquitous learning environments for participating in different learning activities. This poses an interesting question about modality access, i.e., what students are using each platform for and at what time of day. In this paper, we present a log-based…

This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research…