How the Online Learning Assistant Program Supported Course Instructor Wellbeing during a Transition to Remote Teaching


 When the COVID-19 pandemic emerged, many leisure studies course instructors were asked to transition from in-person to remote teaching. Such a transition affected course instructors’ wellbeing and, in turn, students’ learning experiences in negative ways. At the same time, many talented work-integrated learning students were without work because of challenges faced by organizations that would typically host students. In response to this situation, the University of Waterloo created the Online Learning Assistant (OLA) Program. The programme hired, trained and mobilized over 300 co-operative education students in support of course instructors’ remote teaching. This case describes the positive impact of the OLA Program on one leisure studies course instructor’s wellbeing during a transition to remote teaching. In partnership with the OLA, the instructor created a supportive remote-learning environment for students that resulted in a remote-teaching award. The case offers an example of an innovative work-integrated learning programme that supported teaching and learning in leisure-related education.
 
 
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