Key recommendations Increase interaction and communication is needed between students and instructors Increase funding for digital literacy training and IT support for students Key population Newcomers, especially those with language proficiency at CLB 3 Key findings There was a correlation between age and online learning preference, and reasons for opposing online classes included interaction with peers and instructors, and increased engagement Access to the internet and a computer may present a barrier for online learning, and students unable to access this on a consistent basis were the only students removed from class. No access to a household computer was also associated with lesser outcomes in class. Inability to operate computers effectively also presents a barrier to online learning, though practice and instructions provided beforehand can help with this. Being unable to access programs on phones also presents an additional barrier to accessing classes online. Budgetary restraints also present a difficulty in helping students learn how to use computers, as low funding prevents such training from developing High drop-out rates have also accompanied the transition to online learning, as well as decreased interest, and long waitlists to enter classes Gaps identified Community organizations IRCC Open-access – Yes Location Alberta Integration timeline