Not all teachers have prior expertise in online learning. During the months of school closures, those teachers who did have e-learning experience supported their colleagues but had to balance that with their own classes, according to Sarah Barrett, an associate professor in the Faculty of Education at York University.
Barrett is currently studying the experiences of Ontario teachers during the shift to online instruction early in the pandemic. After surveying more than 760 K-12 educators and interviewing more than four dozen, she’s learned teachers aren’t as concerned about training on specific platforms. Rather, they want e-learning coaches and facilitators to be available to support them.
“They need those teachers that do have the knowledge, that are certified and have knowledge of e-learning, understanding of subject-specific requirements and age-group requirements,” Barrett said.
