Considerations for Remote Learning and Teaching Outside of Canada

From the Office of the Provost and Vice-President, Academic

Remote Learning and Teaching in Non-Canadian Jurisdictions

The global pandemic has had a significant impact on learning and teaching at Ryerson University. Overnight, thanks to our collective efforts, we pivoted to remote teaching and learning to end the winter 2020 semester. Many lessons were learned and many pedagogical innovations were introduced, and these have found their way into the fall 2020 semester.

As a result of COVID-19 and our move to remote course delivery this academic year, a number of Ryerson students taking classes this fall are now located in countries with different laws, IT infrastructures, customs, expectations, and levels of privacy and official surveillance. Students studying in other countries are subject to all laws of the national and local jurisdiction where they reside. This may cause challenges and vulnerabilities for certain students with respect to access and the university’s approach to free inquiry.  

Considerations for Syllabus Design

We encourage faculty members and instructors to exercise their academic freedom by designing the syllabus as they see fit. You are free to choose your own approach to course delivery, including such aspects as recording classes, the distribution of materials and conducting class discussions.

However, we are asking that you be cognizant of the many challenges students in different international jurisdictions are facing, and how these challenges may impact your students’ ability to engage with the course and the course materials. Awareness, sensitivity and understanding of the complex issues students in non-Canadian jurisdictions face will only enhance a positive learning experience for our students.

As you set course expectations, you may wish to consider the following:

• The geo-political context of the jurisdiction in which the student is located.
• Internet access, privacy, monitoring and surveillance.
• The student’s ability to access course content and discussion groups.
• Expectations around faculty-student communication and sensitivity to how students may wish to communicate with you (e.g. a student might refrain from participating in certain discussions if they do not feel safe doing so, or prefer to identify themselves on assignments/exams using only their student number).

Continued Support for Teaching Staff

In addition to students living abroad, there have always been risks for some faculty members and instructors when they travel internationally due to the nature of the courses they teach or the research they undertake. Although the risks remain low, you should consider the implications for your teaching assistants who might be placed in vulnerable situations and adjust responsibilities accordingly.  

We recognize that teaching students in multiple jurisdictions does give rise to additional challenges related to trust in the networks and privacy in synchronous teaching. As a university, we are committed to supporting all faculty members and instructors in this endeavour, and we will continue to help you to find workable solutions.

Thank you for your ongoing flexibility, insight and commitment to delivering high-quality learning experiences for all of Ryerson’s students. Your tireless efforts are greatly appreciated.

Saeed Zolfaghari
Interim Provost and Vice-President, Academic