Virtual School Meanderings

November 29, 2021

Article Notice – Online Teacher Professional Development in Canada: A Review of the Research

I mentioned this article in yesterday’s entry entitled [CJLT] New notification from Canadian Journal of Learning and Technology, and I wanted to highlight it specifically today.

Online Teacher Professional Development in Canada: A Review of the Research


  • Pamela Beach, Queen’s University
  • Elena Favret, Queen’s University
  • Alexandra Minuk, Queen’s University



online learning, teacher professional development, review


This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.


Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

November 26, 2021

Reminder – Call for Speaker Proposals Closes tonight for the Canadian Elearning Conference

For those working on last minute proposals.

Canadian eLearning Conference
June 16 & 17, 2022

Call for Speakers Closes TONIGHT!

We are still seeking concurrent session and 1-day workshop proposals.  Submit your idea now!


Call-For-Speakers for workshops and/or concurrent sessions is open until November 26, 2021.

Your work is worth sharing and submitting a proposal is easy! 

Take a few minutes to listen to this interview between committee member Sarah Dewar and Bianca Woods, from Articulate.  Bianca has some great tips from deciding if you are ready to present, what should you propose to speak on, and even some help on how to write a proposal.

All that’s happening…

Stay up-to-date with all of our conference information via our website We will add more information about workshops and sessions in the coming months, as well as opening up registration.

We look forward to having you join us at the Canadian eLearning Conference in 2022.


Tracy Parish,
Social Media/Marketing Director
Canadian eLearning Conference

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You are receiving this email because you opted in at our website or have attended one of our past events.

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[CJLT] New notification from Canadian Journal of Learning and Technology

See the notice for this new issue of CJLT.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.


CJLT Managing Editor

The actual table of contents is included below.  Note the article about online PD that may be of particular interest.

Vol. 47 No. 2 (2021)

PUBLISHED: 2021-11-24


  • Sawsen Lakhal, Martha Cleveland-Innes


  • Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

    Mark Pegrum, Agnieszka Palalas


  • The Knowledge Building International Project as an Innovative Learning Environment

    Josep Gallifa, Mireia Montané, Sandra Lund, Carme Amorós, Mercè Bernaus, Mercè Gisbert, Francesc Martínez-Olmo
  • Computerized Vocabulary Assessment in Children 8-11 Years

    Jean Ecalle, Nicolas Bailloud, Emilie Dujardin, Annie Magnan
  • Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science

    Ricardo-Adán Salas-Rueda
  • Online Teacher Professional Development in Canada: A Review of the Research

    Pamela Beach, Elena Favret, Alexandra Minuk
  • Evaluating Teachers’ Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

    Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ

Thank you for joining the conversation

So I signed up for this event.  While I have removed the Zoom link that I received, I wanted to pass along the document because there are several items in here I feel may be of interest to readers.  You are able to sign up for the webinar yourself at:

Save the date, Michael!

You are now registered for the LIVE conversation on December 6th, at 7:00 PM (ET). Here is your Zoom link to join on the day. Important details will follow leading up to the virtual event.

Convened in “one room”, researchers and educators will get to discuss the research in question and its practical use in the classrooms all while reflecting on the key question “How will we teach in a (post)-pandemic Canada?” and the next steps. This session is meant to be engaging and interactive through open and meaningful exchanges.

Read and listen ahead to the researchers’ perspectives on this question and come prepared to share your own thoughts and insights. Every participant has a voice.

Impact starts with Research you can relate to.


Listen to this lively one-hour podcast that highlights how each researcher explores the key question through their unique perspectives.

Listen here


Read “Why NOT to Quit After First Attempts in Online and Hybrid Learning”
By Valerie Irvine

Read “How Can This Be More Accessible?”
By Ian Matheson
and Jeffrey MacCormack 

Read “Reconciliation: A Chance to Heal as a Nation”
By Kevin Lamoureux

Read “A Focus on Human Flourishing”
By Kristina R. Llewellyn

If you have any questions, do not hesitate to contact

We look forward to seeing you on December 6th!

Copyright © 2021 EdCan Network, All rights reserved.
You are receiving this email because you signed up to the Live Conversation session of Education Canada, powered by voicEd Radio. / Vous recevez ce courriel car vous vous êtes inscrit-e-s à la session de conversation en direct d’Éducation Canada, portée par voicEd Radio.

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November 25, 2021

[REPOST] Dean Shareski Touts New CANeLearn Report Examining Preparations for the 2021-22 School Year

This entry was originally posted on the Canadian eLearning Networks blog at

The current state of education in Canada might be best described as “tired.” With 18 months of a pandemic behind us, it is still uncertain as to when, or if, life will return to pre-pandemic times. (I purposely avoided the word “normal” or “new normal.”) This uncertainty has been particularly difficult for schools and educators. This is hard.

Those of us with a keen interest in online learning are watching carefully to see how provinces, territories, districts, and schools will emerge. The disruptive nature of technology has been on full display and has received mixed reviews. Many are anxiously looking to see schools adopt and improve on many of the practices that began in early 2020, others are seeking to return to a time where distance learning was either a last resort or an option for a small minority of learners.

This report offers a clear, thoughtful, and unbiased look at how every province tackled this dilemma. It’s worthwhile to compare the paths that each jurisdiction took from March of 2020 to the fall of 2021. The decisions that were made early on were largely uniform across Canada as emergency remote teaching took centre stage. Things began to diverge somewhat across the country as provinces prepared for a new school year. As outlined by the authors, Phase 2 or 3 is where we are now, depending on jurisdiction, and represents the greatest differences in various approaches to online learning.

The Canadian eLearning Network has done the hard work of collating various data and begun to plant the seeds to ask the really important questions such as:

  • How did provinces arrive at the decisions around online learning for the 2021-22 school year?
  • How effective was online learning in 2020-21?
  • How much did teacher, student, and parent voices influence decisions?
  • Have the past 18 months helped districts to create a new and better vision for online learning?

Having experienced and seen the benefits of online learning from both an instructor and working with districts across the country, Canada is well positioned to build upon their success and learn from their failure to create the best learning opportunities and environments for all learners. CANeLearn continues to provide information that is difficult to gather with reports such as this one. If you’re looking to understand the current context of online learning in Canada, this report will provide that for you. Beyond understanding, this report should lead to essential conversations and action.

Dean Shareski
Educational Consultant
Advanced Learning Partnerships

To read more, click here for the full report.

The full project website is available at

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