annual report

As indicated above, the 2021-22 school year continued to be disrupted by COVID-19. While there are significant differences between traditional e-learning and the temporary remote learning that has occurred over the past three school years (Barbour et al., 2020), no

As we have discussed in previous reports, data on the level of blended learning has been collected in one form or another since the 2014-15 school year. However, the vast majority of jurisdictions do not formally track participation in blended

Fifteen years following the publication of the first State of the Nation: K-12 e-Learning in Canada report, there continues to be a great deal of consistency in types of K-12 distance and online learning programs that exist throughout the country

The specific nature of regulation of K-12 distance, online, and blended learning has remained quite stable over the fifteen year period that the State of the Nation: K-12 e-Learning in Canada report has been active. While many provinces and territories

Since 2011 the annual State of the Nation: K-12 e-Learning in Canada study has received consistent participation from the majority of Ministries of Education (and federal authorities since 2013). In some cases the Ministries collected and published detailed information. However,

Under the “About” section of this website it is noted that: …the State of the Nation: K-12 E-Learning in Canada is based on a similar study from the United States (i.e., Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice).