Abstract

The COVID-19 health crisis that began in March of 2020 led to a significant increase in the use of digital technologies for teaching and learning in Quebec’s adult education network. This research used a multiple case study design to explore the experience of eight adult education teachers in Quebec’s English-speaking community during the pandemic, focusing on their shifts in their use of digital technologies and the disruptions they have faced.

Through semi-structured interviews and Socratic Wheels, each teacher reflected on their use of digital technologies pre-COVID and during COVID. Within-case and cross-case analysis of interview transcripts revealed patterns for both time periods in terms of digital tools and activities, obstacles and barriers to technology use, and teacher professional development. Socratic Wheel results indicated noteworthy increases in the use of digital technologies for formative assessment and feedback as well as for collaboration with colleagues. Additionally, teachers expressed a strong interest in continuing to use learning management systems to share learning resources with their students.

This study includes clear implications for the English-speaking adult education community in terms of improved centre preparedness, personalized professional development for teachers, opportunities for teacher networking, and flexible learning options for students. Further research is needed to expand on the limited representation of this sample and on the data collected during this study.