CAGS Workshop Series
The Potential of Online Learning in a Time of Change
The Canadian Association for Graduate Studies (CAGS) is pleased to present with our partners at Risepoint a timely, research-informed webinar exploring key trends shaping online learning in Canada.
Join Dr. Nicole Johnson for a session exploring the latest findings from the recently released 2025 CDLRA-Risepoint report on post-secondary online learning in Canada. As institutions face financial pressures, shifting enrolment patterns, and evolving student expectations, online learning is emerging as a critical strategy for expanding access and ensuring sustainability.
This webinar will highlight:
- The consistent expectation of growth in online offerings across institutions.
- The increasing demand for online and hybrid learning driven by students’ need to balance work, family, and the high cost of living.
- The gap between perceptions of faculty skills for teaching online and faculty self-assessments of these skills.
- Possible misconceptions about faculty preferences for online teaching, with data showing rising interest among those with recent teaching experience.
Participants will gain a deeper understanding of how their institutions can respond to sector-wide challenges and student needs by strategically expanding online learning.
Presenting in partnership with Risepoint.
Dr. Nicole Johnson
Executive Director
Canadian Digital Learning Research Association (CDLRA)
With over two decades in the field of education, Dr. Nicole Johnson is a leading expert in macro-level digital learning trends. As the Executive Director of the Canadian Digital Learning Research Association (CDLRA), she leads annual, longitudinal research studies exploring technologies and practices related to digital learning at post-secondary institutions. She also has an independent research and consulting practice, helping clients develop future-proof strategies and policies for technology use in teaching and learning. Dr. Johnson’s research experience includes examining the implications of artificial intelligence (AI) in education, exploring potential futures for higher education, defining and operationalizing key terms associated with digital learning, investigating faculty experiences with technology, investigating the use of open educational resources, and understanding how adults learn informally in digital contexts. In the last five years, she has authored and co-authored over 30 publications related to digital learning trends and digital transformation, including journal publications specific to AI.
