Since COVID-19, WCOWMA has successfully delivered live virtual sessions with our experienced trainers. These sessions remain central to the program, giving learners direct access to expert guidance and opportunities to connect with peers.

The key change now underway is the migration of paper-based modules into a modern Learning Management System (LMS). This step replaces mailed textbooks with interactive online modules that include multimedia, quizzes, and animations, while continuing to integrate with live trainer-led classes.

Blended Delivery Still Required
It’s important to note the program is not becoming fully online. The mandatory Site & Soils Day field workshop remains a cornerstone, ensuring learners continue to gain hands-on experience in real-world conditions. The blend of online modules, live virtual instruction, and in-person fieldwork reflects WCOWMA’s commitment to both accessibility and rigor.

Why Live Engagement Matters
Research confirms that live instructor interaction is critical to online learner success. A 2024 study found that stronger student–instructor connectedness was associated with higher learner motivation and higher success rates in online courses (Conklin, Oyarzun, Kim, & Dikkers, 2024). This evidence reinforces WCOWMA’s commitment to retaining live engagement as a central feature of the program.

Phased Rollout
The migration begins with Alberta’s (AOWMA) curriculum, which closely aligns with Saskatchewan and Manitoba and will require only minor adjustments. Work on the British Columbia curriculum is scheduled to begin in early winter 2026.

The Alberta modules are expected to be available on the new platform in early 2026, likely by January.

This project modernizes learning delivery while preserving what matters most: direct engagement with qualified trainers and hands-on practice in the field.
 
Works Cited
Conklin, S., Oyarzun, B., Kim, S., & Dikkers, A. G. (2024). Exploring the Relationships of Learners and Instructors in Online Courses. Online Learning, 28(4). Retrieved from https://files.eric.ed.gov/fulltext/EJ1455278.pdf