教委關注線上學習負面影響

尊敬的教育廳長萊斯:

約克區教育局為能提供安全、關懷和包容的學習環境,使我們的學生取得成功,感到自豪。我們承認,從線上獲得學分是一些學生學習決定的一部分,並理解你政府已經確定學生獲得技術技能和流利程度的必要性。最近,政府宣佈,作為安省中學畢業要求的一部分,學生必須完成兩門線上課程。但是,我們希望確保此最新條件對學生有幫助,而不會基於各種條件,例如使用方便和學生背境,對學生產生負面影響。

我們教育局的教育委員收到了工作人員的專業簡報,包括對線上學習的有效性和挑戰的相關研究初步審查,出現了幾個主題,包括可擴增的能力、學習條件、使用方便性、學生背境、班級規模和學生視角。在審查我們自己的學區時,要擴大規模,以便能夠成功實施 2023-2024 年畢業的學生完成兩門線上課程的要求,將會產生巨大的人力資源和財務成本。為了促進學生的成功,我們從研究中瞭解到,線上班級規模必須具有較小的面對面比率。此外,大多數課程在性質上需要教師支援和即時的同步學習。然而,從研究結果中可以明顯看出,並不是所有的學生都在線上學習環境中茁壯成長。在線上學習環境中取得成功的人,通常是有很強的自我調節能力、積極,並在面對面環境中表現出色的人。這些發現表明,有不能畢業風險的學生,可能會進一步受到這些線上要求的不利影響。因此,必須考慮這一政策對有語言和使用有障礙的學生,以及面臨歷史和系統障礙的學生的影響,例如土著和種族化的青年和受照料的青年。

身為教育委員,我們堅信,在實施政府當前計畫之前,需要採取反映上述關切問題的策略後續步驟。考慮到這一點,我們請你以教育廳長身份通告你承諾進行透明的深入審查,其中包括寬頻網絡的要求、獲取技術、專業學習機會、無障礙要求、預算要求和擬議時程表。為了使這一審查更為有用,應當廣泛諮詢以前由副教育廳長內洛爾提到的利益相關者,並在大規模制定法規之前進行。利益相關者應包括代表不同人口結構的學生、教育工作者、系統領導者、家庭和社區成員。向前發展,還應實施試點,以便進一步研究和收集資訊。諮詢、試驗和研究可以為今後實施工作的潛在成功提供參考。

身為民選教育委員受委託促進學生成績和福祉,我們認為有必要告知我們的關切。我們希望你能回答以下問題。由於線上學習的潛在影響目前尚不清楚,身為教育廳長的你,能否承諾通告透明和有力的諮詢程序,以便為執行計畫提供參考資訊?身為教育廳長的你曾表示,根據研究,幾乎所有學生只要能夠獲得正確的支援,就可以在線上學習環境中取得成功。你會分享提供這個前提的論據的文獻評論嗎?此外,你是否會分享成功所需的「正確支援」的詳細計畫,以及如何實施和資助這些計畫?

約克區教育局致力於實施有效和適當的教育方案,以促進所有學生的成績。一如現時的評論,對線上策略的實施,對學生的成績和福祉表示嚴重關切。我們承諾繼續就執行這一任務進行對話和調查。約克區教育局公開邀請身為教育廳長的你和你的職員與約克區教育局會面,討論目前的計畫加強線上學習,以及這封信的任何方面。

誠摯致意,

Juanita Nathan
約克區教育局主席
13-02-2020

本譯文僅供參考。原文參閱下文。


Letter from YRDSB trustees-Online Learning

Dear Minister Lecce,

York Region District School Board is proud to provide, safe, caring and inclusive learning environments that enable our students to be successful. We acknowledge that obtaining credits online is a part of some students’ learning decisions and understand that your government has identified the need for students to acquire technological skills and fluency. Most recently, the government announced that students will be required to complete two online courses as part of Ontario’s secondary school graduation requirements. However, we want to ensure that this latest condition is supportive of students without negatively affecting learners based on a variety of conditions such as accessibility and learner profiles.

Our Board of Trustees have received a technical briefing from staff members, which included an initial review of research associated with the effectiveness and challenges of online learning. Several themes surfaced, including scalability, learning conditions, accessibility, learner profiles, class size, and student perspective. In reviewing our own district, scaling up to be able to successfully implement the online requirement of two courses for students graduating in 2023-2024 would result in significant human resource and financial costs. To promote student success, it is our understanding from the research that online class sizes must have small in-person ratios. Further, most courses would need to be synchronous in nature, with teacher-supported real-time learning. However, it is apparent from the findings that not all students thrive in an online learning environment. Those who are successful in online learning environments often demonstrate high performance in face-to-face environment s due to strong self-regulation skills and motivation. These findings suggest that students at risk of not graduating may further be adversely affected by these online requirements. It is therefore critical to consider the effects of this policy on students with language and accessibility barriers, and students who face historic and systemic barriers, such as Indigenous and racialized youth and youth in care.

As a Board of Trustees, we strongly believe that strategic next steps that reflect the above noted concerns are required prior to the implementation of the government’s current plan. With this in mind, we would ask you, as Education Minister, report on your commitment to conduct a transparent in-depth review, which includes broadband requirements, access to technology, professional learning opportunities, accessibility requirements, budgetary requirements and proposed timelines. To inform this review, the stakeholder consultations previously referenced by Deputy Minister Naylor should be extensive and take place prior to large-scale enactment. Stakeholders should include students representing diverse demographics, educators, system leaders, families, and community members. In

moving forward, pilots should also be implemented to allow for further research and information gathering. The consultations, pilots, and research can inform the potential success of a future implementation.

As elected trustees mandated to promote student achievement and well-being, we felt it necessary to share our concerns. We are hopeful that you will answer the following questions. As the potential implications of online learning are currently unknown, will you, as Minister of Education, commit to reporting on a transparent and robust consultation process to inform the implementation plan? As Minister of Education, you have stated that, based on research, nearly all students can be successful in an online learning environment as long as they have access to the right supports. Will you share the literature review that provided the basis for this premise? In addition, will you share the detailed plan of the “right supports” required for success and how these will be implemented and funded?

The York Region District School Board of Trustees is dedicated to the delivery of effective and appropriate education programs to promote the achievement of all students. The implementation of an online strategy, as currently described, presents significant concerns for the achievement and well-being of students. We are committed to continue conversations and investigations regarding the enactment of this mandate. The Board offers an open invitation to you as Minister of Education and your staff to meet with YRDSB to discuss the current plan to enhance online learning, as well as any aspects of this letter.

Sincerely,

Juanita Nathan

Chair of the York Region District School Board
13-02-2020