Strategic Online Learning Support for Canadian Institutions

Online learning has reduced government expenditures on infrastructure for classrooms, offices, cafeterias, dorms, and libraries and reduced further financial burdens on students who can work full-time while being full-time students. It has created a massive impact on the economy and policymaking in Canada. In a technologically rich world, online learning is a powerful peer and collaborative learning tool. By interviewing eighteen professors, this article explores strategic online learning support for Canadian institutions.

During the interviews, professors suggested educational institutions are primarily responsible for creating a sense of empowerment among all, including faculty, staff, and students. Also, they mentioned that they create course content relevant to students’ learning. Once students find that they can relate to the course material and that it is not merely about passing or failing the course, they show interest and get excited about their online learning. Students are encouraged to create groups, post discussion points on online forums, make videos, and upload and get into practical group projects. They are encouraged to build networks and lifelong online learning skills that would also be relevant in their professional lives. When students experience the potential relevance of the course content and their learning, they are motivated to be part of the education institutions. Online learning helps students to learn self-discipline as the onus of learning is on students.

Professors also stated that they empower students by asking them questions about the course content and running deep discussions on real-life problems and challenges. The focus should be on real-life situations to prepare students for the challenges faced in professional life. Professors ensured a safe environment where students could openly discuss any topic and ask stupid questions. Students prefer to take online courses after the COVID-19 pandemic because they understand they can do their part-time jobs and take care of other responsibilities easily with full-time studies. It gives them the ease of studying at their convenience. However, professors also believe educational institutions have a massive role in creating a healthy online learning environment. They should focus on adapting to new curriculum and information and allow changes to occur. Canadian institutions should be open-minded, as technology plays a huge role in online learning. They should update the policies, procedures, and integrity rules by adding ChatGPT and artificial intelligence. They should have bi-weekly meetings with faculty members to update them with new policy changes. The institutions should focus on discovering new cheating and plagiarism methods, which can affect the quality of online learning. Professors and students should be given technology training so that when the system breaks down, they know how to set it up quickly to run the class smoothly without further interruption.

Recommendations

• Canadian institutions have seriously adopted online learning as part of their strategic plans. Their business leaders must enhance the online learning environment to promote peer-to-peer collaborative learning and faculty professional development and invest in technological infrastructure.
• Canadian education institutions should encourage a collaborative learning style that would facilitate discussions, webinars, group projects, practical work experiences, and virtual teams that would push students to participate and engage in class discussions and online forums.
• Faculty members should be offered a budget to increase their professional development and give opportunities to develop their online learning skills. They should be encouraged to try innovative teaching methods by trial and error to see what best suits their teaching style and students’ learning.
• Canadian institutions should focus on upgrading and continuously updating their LMS systems to support smooth online course delivery. They should also concentrate on upgrading and buying necessary software and other tools to create a collaborative online virtual community with clear communication.
• Implementing these strategies by education institution business leaders can create a supportive and enhanced online learning environment for professors and students, resulting in a holistic learning environment.

Conclusion

Business leaders must create a comprehensive and strategic approach to tackle the challenges of online learning and students’ interests. By prioritizing the recommendations, education institutions can create an environment that meets the diverse needs of local and international students and prepares educational institutions for future challenges in online learning. This will contribute to the overall success and competitiveness of the Canadian education system internationally.

About the Author

Dr. Amna Khaliq is an instructor for the Business Administration Program at McMaster University Continuing Education. She has a Doctor of Business Administration in Strategic Leadership from the University of California Southern, USA, an MBA from Cape Breton University in Community Economic Development, and a Bachelor of Commerce with Honours from the University of Windsor in Canada. Along with her degrees, she has a Women Leadership Development Certificate from the University of Oxford, England, an Adult Education Learning Diploma from Vancouver Community College, Canada, and an E-learning Certificate from the University of Toronto, Canada. She has taught more than 28 business management courses in online and face-to-face settings at the third, fourth and pre-MBA levels. Her research interest involves economic development, online education, and strategic leadership. She has presented and published her research at many national and international conferences. She is a vice president and board member of the Dawson Creek Literacy Society and a board member of the CBU Alumni Association. She also mentors doctorate students at California Southern University. Amna Khaliq focuses on practical application in online learning, developing soft business skills and intensive research through her teaching. Since joining the faculty, Dr. Amna Khaliq has taught Bus 436, 825, and 852 at McMaster University.

Learn more about the Business Administration program by McMaster Continuing Education.