Strategic research and impact assessment

Initiatives implemented

To ensure that stakeholders' voices are heard and to improve the teaching and learning experience, we are evaluating the impact of technology-enhanced learning initiatives using both qualitative and quantitative methods.

In light of the University of Ottawa's 2030 transformation vision towards a more agile, interconnected, influential and sustainable university, we are evaluating the impact of techno-pedagogical innovations implemented at the university. In particular, we are analyzing its impact on the teaching experience of faculty and the learning experience of students.

Some examples include impact assessment of blended, online and bimodal formats, experiential and uOCompetencies-based approaches, and various teaching technologies. Our goal is to identify, on a cyclical basis and through quantitative and qualitative research methods, the strengths, weaknesses and potential of these initiatives, as well as to suggest administrative, pragmatic and pedagogical adaptations to improve the quality of future teaching and learning experiences.

Impact of the Bimodal Format

Reports on the impact of the Bimodal Format on Teaching and Learning (2022)

Image of student bimodal report 2022


Focusing on the student perspective, this research project explores the perceptions and outcomes of bimodal format during the 2021-22 academic year.

Image of student bimodal report 2022 - appendices

STUDENTS (appendix)

These twelve appendices offer limitations of the reports, detailed data and visualizations regarding the findings of Report 1 - Student Perspective.

Image of faculty member bimodal report 2022


This research project focuses on the instructor perspective regarding the impact of bimodal course delivery in order to determine pedagogical considersations and recommended practices. 

Transition to Online Teaching and Learning

Insights from Faculty, Students, and Teaching Assistants (2020)

The data on which the reports below are based was collected in Spring 2020, Summer 2020, and Winter 2021 and highlights the results of surveys of faculty, students, and teaching assistants (TAs) on their experiences and perceptions of the recent transition to distance and online teaching/learning.