[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594963-105":59,"doc-detail-594963-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","lessons-on-change-shifting-to-online-learning-during-covid-19","Lessons on Change - Shifting to Online Learning During COVID-19","","The COVID-19 pandemic required educators across all schooling levels to convert face-to-face instruction into online learning, exposing persistent difficulties in implementing educational change. Drawing on the author’s research-based reflections, the essay identifies common barriers to effective pedagogical transformation and sets them against strategies that supported a positive institutional transition to online learning. It concludes that sustained institutional support for technical skill development, combined with collegial sharing and continuity with current practice, strengthens instructors’ agency and readiness to embrace change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lessons-on-change-shifting-to-online-learning-during-covid-19/594963/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lessons-on-change-shifting-to-online-learning-during-covid-19/594963.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenge did COVID-19 create for educators regarding instruction delivery?","Question",{"text":112,"@type":113},"It required educators to convert face-to-face teaching into online learning across all levels of schooling.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the essay say educational change often fails or proceeds slowly?",{"text":117,"@type":113},"It highlights frequent barriers such as insufficient support for developing necessary knowledge and skills, limited agency for teachers, and uneven implementation of curriculum change.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies does the author associate with successful movement to online learning?",{"text":121,"@type":113},"The essay emphasizes strong institutional support for building technical skills, collegial sharing, and scaffolding change by building on positive aspects of current practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594963,1792161062,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Lessons on Change: Shifting to Online Learning During COVID-19  \nA journal of educational research and practice 2020 Vol. 29 (2) 47-51  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nRuth McQuirter * Brock University  \nAbstract  \nThe current COVID-19 pandemic has presented educators at all levels of schooling with the challenge of converting face-to-face instruction to online learning. Past efforts to enact educational change, especially the adoption of technology in the classroom, have had mixed results. The author outlines frequent barriers to successful pedagogical change and contrasts these with observations of positive change strategies employed by her institution in moving to online learning. The essay concludes that strong institutional support for the development of technical skills, coupled with collegial sharing and building on current practices, leads to a sense of agency among instructors and a greater willingness to embrace change.  \nKeywords: educational change, online learning, technology in education, communities of practice  \n* [rmcquirter@brocku.ca](rmcquirter@brocku.ca)  \nAfter more than 40 years as an educator in varied roles—classroom teacher, department head, curriculum consultant, and professor in a faculty of education—I have lost count of the innovations proposed for education. Some have focused on content to be covered, some on pedagogical strategies employed in classrooms, others on the hardware and software used to deliver programs. A common denominator has been the frequency of ineffective implementation of curriculum change.  \nThis essay is a brief reflection on common impediments to successful transitions in education in contrast to my recent positive experiences of educational change during the COVID-19 pandemic. I explore the factors that have made the mandated shift to online learning in teacher education for the upcoming fall term dramatically different than most initiatives that promote change. Although the current educational climate may be unique, the principles I suggest have relevance to curriculum innovations going forward. I would hope that those involved at various levels of curriculum change, including the Ministry of Education, school board, and higher education personnel along with school-based support networks follow the basic advice of the paper: that strong institutional support be provided to teachers, collegial sharing be fostered for teachers implementing the changes, and change be scaffolded by building on positive aspects of current practice.  \nBarriers to Educational Change  \nTeachers, as classroom frontline workers, often learn to approach new ideas in education with scepticism (Jenkins, 2020; Johnson & Batchelor, 2018) . Many so-called breakthroughs have been advocated by theorists with little actual classroom experience and minimal research to support their claims (McGrath et al. , 2016) . Too little support is given for developing the knowledge and skills needed to apply new strategies in a real-world classroom context (Siegelet al. , 2017) . Teachers are often deprived of a sense of agency, defined by Priestley (2011) as“the capacity of individuals to act reflexively within the possibilities bounded by their social and material environments to effect changes to their conditions or to reproduce them” (p. 16) . As a result, educational change has often been slow, inconsistent, and resisted by many practitioners (Durff & Carter, 2019) .  \nTechnology in education is certainly an area of change that has been problematic. The unexpected arrival of COVID-19 and the almost overnight need to move delivery of programs online at every level of schooling has exacerbated an already uneven implementation of digital technology. Today’s teachers are faced with a myriad of platforms and ever-changing digital tools in their delivery of new content. Not unexpectedly, the embracing of technology has been fragmented at best (OECD, 2011) .  \nThe","cbCaipNW0AnEpgu4","https://ap.wps.com/l/cbCaipNW0AnEpgu4","pdf",248872,"English","# Barriers to Educational Change\n# Fostering Agency\n# Institutional Support","[{\"question\":\"What challenge did COVID-19 create for educators regarding instruction delivery?\",\"answer\":\"It required educators to convert face-to-face teaching into online learning across all levels of schooling.\"},{\"question\":\"Why does the essay say educational change often fails or proceeds slowly?\",\"answer\":\"It highlights frequent barriers such as insufficient support for developing necessary knowledge and skills, limited agency for teachers, and uneven implementation of curriculum change.\"},{\"question\":\"What strategies does the author associate with successful movement to online learning?\",\"answer\":\"The essay emphasizes strong institutional support for building technical skills, collegial sharing, and scaffolding change by building on positive aspects of current practice.\"}]","Lessons on Change - Shifting to Online Learning During COVID-19 | PDF",1792080177,13]