Good morning everyone,
Tiffany here.
Just a reminder that Focus Friday is today at 12:30-1:30pm Eastern!
Joining me today is Pat Lougheed from Plaid Analytics for what I think will be a really fun conversation on data myth busting in higher education.
Across the sector, we spend a lot of time talking about being “data-informed,” but there are also plenty of assumptions, half-truths, and recurring narratives that shape institutional decision-making. Today’s conversation will dig into some of the biggest myths that continue to circulate across higher education data conversations, where they come from, and what the evidence actually tells us.
As always, the session will be conversational and interactive, so please feel free to bring your questions, perspectives, and examples from your own institutions.
You can join us here: https://us02web.zoom.us/meeting/register/SMqc97b2Tqm_sYonmlteUg
Looking forward to seeing you there!
Looking Back
Last week’s Focus Friday conversation explored the evolving landscape of online and distance education in Canada with Graeme Owens from Boreal Education. The discussion focused not only on where online learning stands today, but also on what changing student expectations, financial pressures, labour market shifts, and emerging technologies might mean for the future of postsecondary education.
A central theme throughout the session was that online learning is increasingly less about replicating a traditional classroom online and more about designing education around flexibility, accessibility, and the realities of modern learners. Graeme noted that institutions are seeing growing interest from working professionals and career-switchers who need programs that fit alongside jobs, caregiving responsibilities, and existing lives rather than requiring relocation or full-time campus attendance. Participants discussed how the pandemic normalized online learning to some extent, while also creating lingering perceptions that online education simply means sitting through long Zoom lectures, rather than thoughtfully designed interactive learning experiences.
The conversation also examined why Canada has historically lagged behind countries like Australia, the United Kingdom, and the United States in developing large-scale online programming. Graeme argued that many Canadian institutions have treated online learning as small-scale or regionally focused initiatives rather than building coordinated systems around market research, recruitment, instructional design, and student support. Several examples of institutions actively investing in this space were highlighted, including the development of centralized “digital campuses” and stronger institutional infrastructure for online program delivery.
Another major topic was the relationship between online education and institutional sustainability. Participants discussed how financial pressures are forcing institutions to think more strategically about new learner markets, particularly adult learners seeking upskilling and reskilling opportunities. Graeme emphasized that many Canadian institutions already offer world-class education, but often fail to market those opportunities effectively to learners outside their immediate geographic region. The discussion repeatedly returned to the idea that online education is not simply a delivery mechanism, but a strategic question about who institutions are trying to serve and how they remain relevant in a rapidly changing workforce environment.
The session also touched on emerging questions around AI, assessment design, and academic integrity. Rather than treating AI solely as a threat, participants discussed the importance of designing programs that acknowledge learners are already using AI tools in professional contexts. This included reflections on assessment approaches that prioritize applied learning, reflection, interaction, and authentic workplace integration over traditional static assignments.
Finally, the conversation explored the broader social potential of online learning. Graeme argued that one of the most underestimated aspects of online and distance education is its ability to expand access to high-quality Canadian postsecondary education for learners who would otherwise be unable to participate due to geography, work, caregiving responsibilities, or other barriers. As Canada faces growing labour market demands in areas such as AI, health care, STEM, and leadership development, participants reflected on the possibility that online learning may become an increasingly important part of how institutions respond to both economic and social change.
You can find the recording of the conversation on our Youtube page: https://www.youtube.com/watch?v=K62A4FGixYw
