This text is part of the special Spring Break booklet
The episodes of confinement during the COVID-19 pandemic have been the driving force behind a major technological shift including distance education (EAD), which continues to develop rapidly in Quebec. According to the National Federation of Teachers of Quebec (FNEEQ), this practice has limits and could even represent a threat if it is not examined and planned properly.
“The pandemic has left deep scars in the education and higher education community,” says FNEEQ president Caroline Quesnel. It also pointed to certain threats on the horizon, such as distance education. A strong word, which is not chosen at random.
If remote education helps to promote greater accessibility to courses, technology should not stifle teaching, according to the president of the federation. She illustrates her point with the example of the interactive whiteboards imposed by Jean Charest in 2011. “They were never really used, it was a huge flop,” she comments. We don’t want that to happen again. »
Far from being against distance education, the FNEEQ believes that it is necessary to ask the right questions. “There are perverse effects that give the illusion of an instant solution to specific problems, continues Caroline Quesnel. It’s a matter of dosage. »
Work overload
During the pandemic, courses in virtual mode were synonymous with work overload for teachers, who had to make major adjustments. “During snowstorm days, the directions are quick to switch from a distance, illustrates Caroline Quesnel. It’s a drift, because preparing a distance course is not done in two minutes, it takes planning. Teachers sometimes have to balance this with their own family life at home.
“You have to remember what education is for: putting students in contact with teachers in the best possible environment so that pedagogy and success are maximized,” she recalls. The lack of interaction when the cameras are closed during a lesson influences the relationship between teacher and student, and therefore the quality of learning. Intellectual property is also an issue to consider, especially with regard to copyrights related to capsules and files actively circulating on the Internet.
Prioritize face-to-face
For their part, the school service centers are well aware of the issues underlying distance education. According to the director general of the Center de services scolaire de Laval (CSSL), Yves Michel Volcy, distance education should be preferred when face-to-face is not possible. “In any case, we prefer to have our students in school since this not only allows the continuation of academic learning, but also allows personal development, social interactions and collaboration between peers, other essential elements for the development the full potential of our students,” he explains.
He adds that for some students enrolled in adult education, vocational training or continuing education, distance learning can become a solution for reconciling studies and personal life.
“Although certain exceptional situations may require adaptations to teaching strategies, we believe that the interactions, sharing and exchanges between students and staff members of our schools greatly contribute to the success of young and old. adults, says the communications office of the Center de services scolaire Marguerite-Bourgeoys (CSSMB). At the same time, the face-to-face fosters a strong sense of belonging within the school community. »
Politics and demographics
For the president of the FNEEQ, Caroline Quesnel, the appetite of schools for distance learning and technologies is fueled by a political context. “Prime Minister François Legault has a strong techie bent,” she says. In the last budget of March 2022, major investments are planned for digital transformation in education, including $158 million in elementary and secondary schools, $132 million in higher education and $12 million to deploy Digital Campus, a platform bringing together the offer higher education distance education.
These investments are combined with another element, the lack of space in CEGEPs related to the demographic context. An increase of more than 20% in the student population is expected by 2029, according to forecasts by the Ministry of Higher Education. However, according to the Quebec Infrastructure Plan, 24 of the 48 public colleges have a “theoretical space deficit”, that is to say that they no longer correspond to ministerial standards. “The establishments are then asked to find real estate solutions or not, such as the EAD, specifies Caroline Quesnel. All this points to the growth of this type of teaching. »
EAD will undeniably be part of the issues for public sector negotiations in the coming year. The FNEEQ would like teachers to be consulted more in order to have a collective perspective of what it considers to be a massive transformation of teaching.