Abstracts
Abstract
This action research study examines a university-school board virtual tutoring program developed as an emergency response during the COVID-19 pandemic to support disadvantaged students in Ontario, Canada—a distinctive and underexamined governance context within the global tutoring literature. Situating tutoring as a policy response that circulated internationally during the pandemic, the study evaluates academic and social-emotional impacts using performance data, surveys, tutor reflections, and self-assessments. Positive social-emotional outcomes and strong administrative support marked program successes, while academic gains were limited. The analysis identifies emergency program design features—including limited frequency, after-school delivery, and technical and institutional constraints—as key barriers to academic impact. The study contributes to comparative and international education research by examining how a globally circulating policy response was translated within a decentralized, risk-averse public education system, highlighting implications for equity, innovation, and university-school board partnerships. As public investments in tutoring expand internationally, the findings underscore the importance of context-responsive program design in education-in-emergencies settings.
Keywords:
- online tutoring,
- tutoring,
- COVID-19 pandemic,
- emergency education,
- pandemic,
- action research,
- equity
Résumé
Cette étude de recherche-action examine un programme de tutorat virtuel mis en place conjointement par une université et un conseil scolaire, conçu comme mesure d’urgence pendant la pandémie de COVID-19 afin de soutenir les élèves défavorisés en Ontario (Canada) – un contexte de gouvernance particulier et peu étudié dans la littérature mondiale sur le tutorat. En situant le tutorat comme réponse politique généralisée à l’échelle internationale pendant la pandémie, l’étude évalue les impacts scolaires et socio-émotionnels à l’aide de données relatives au rendement, de sondages, des réflexions des tuteurs et d’auto-évaluations. Des résultats socio-émotionnels positifs et un solide soutien administratif ont marqué les succès du programme, tandis que les gains scolaires ont été limités. L’analyse identifie certaines caractéristiques du programme d’urgence – notamment la fréquence limitée des rencontres, la prestation en dehors des heures de classe, ainsi que des contraintes techniques et institutionnelles – comme facteurs ayant limité l’impact académique du programme. Cette étude contribue à la recherche en éducation comparée et internationale en examinant comment une réponse politique à l’échelle mondiale a été mise en oeuvre au sein d’un système d’enseignement public décentralisé et peu enclin à prendre des risques, mettant en évidence les implications en matière d’équité, d’innovation et de partenariats entre les universités et les conseils scolaires. Alors que les investissements publics dans le tutorat se multiplient à l’échelle internationale, ces résultats soulignent l’importance d’une conception de programmes sensible aux contextes dans le domaine de l’éducation en situations d’urgence.
Mots-clés :
- tutorat en ligne,
- tutorat,
- pandémie de COVID-19,
- éducation en situations d’urgence,
- pandémie,
- recherche-action,
- équité
Appendices
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