online education

In keeping with a examine by the FPEP-CSQ, on-line instructing is dangerous

In the wake of the COVID-19 pandemic, distance learning should never be preferred due to its far-reaching impact on both children and teachers.

This is the conclusion of a study by the Federation of Private Education Staff (FPEP), which is affiliated with the Central Trade Unions of Quebec (CSQ).

In a report released on Sunday, the union laid out the consequences of online teaching for students and teachers. These include poorer retention of learning by students, the erosion of the relationship between teachers and their students, and the overload of work for teachers.

“This practice must remain truly exceptional for us,” Marie-Josée Dallaire, Vice President of the FPEP-CSQ, said in a virtual press conference on Sunday due to health measures.

Contrary to certain academic studies that suggest that the use of technological tools has a positive impact on motivation, the teachers surveyed by the FPEP-CSQ show the opposite effect on their students, who have become ‘spectators of their learning’. In addition, students who are less familiar with these technologies would be disadvantaged compared to their classmates.

The mental health of teachers has also been badly affected by online courses, according to FPEP-CSQ President Stéphane Lapointe. “Constant screen exposure, constant connection to technological platforms with everyday digital tools, working overtime to maintain pedagogical continuity and constant adaptation to ministerial directives create a state of permanent mental overload among teachers,” he said.

Mme Dallaire denounced the desire of some institutions to standardize distance learning, a practice she says could impact staff and students.

“A snowstorm or a competition that coincides with a school day are not exceptional circumstances that justify disrupting teachers’ planning and pedagogy,” she explained.

The FPEP-CSQ therefore calls on the Minister of Education, Jean-François Roberge, to establish clear guidelines for distance learning from the next school year and not “give in to the many pretexts” that could justify its use.

Like its public sector counterparts, the FPEP-CSQ criticized the CAQ government for the lack of stability in ministerial policies on education, which it said was “very tiring” for its members.

The FPEP study was conducted with 17 affiliates through interviews with members of teaching and support staff.

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