The document discusses distance learning in Newfoundland and Labrador. It provides statistics on the declining school and student populations in the region from 1985-2006. It then describes the Centre for Distance Learning and Innovation (CDLI), established in 2000 to expand educational opportunities for rural students through online learning. Statistics are presented on CDLI course offerings, registrations and student performance from 2001-2006, showing higher averages for rural online students compared to rural classroom students. The document examines students' experiences with synchronous and asynchronous online learning.
VSS 2007 - What are They Doing and How are They Doing iI?Michael Barbour
This document summarizes a study that examined how students interact with web-based courses in Newfoundland and Labrador. The study collected data through interviews, journal entries, observations, and surveys of 14 students taking online courses. Key findings included that students relied primarily on each other for help during synchronous class time, worked less than half the time asynchronously, and turned to peers and Internet searches for help rather than online teachers or materials. The implications are that effective asynchronous teaching strategies are needed, and that building online and local communities could better support virtual students.
AECT 2006 - What are They Doing? How are They Doing It?Michael Barbour
Barbour, M. K. (2006, October). What are they doing? How are they doing it?. Roundtable session at the annual convention of the Association for Educational Communication and Technology, Dallas, TX.
What are they doing? How are they doing it? Rural secondary students learning...Michael Barbour
Barbour, M. K. (2007, January). What are they doing? How are they doing it? Rural secondary students learning in a virtual school. Paper presented at the annual Conference on Interdisciplinary Qualitative Studies, Athens , GA.
This study examined the use of radio technology in primary schools in Kenya to improve distance education. Data was collected through interviews with head teachers and classroom teachers. The study found that radio can make learning more enjoyable and improve learning outcomes when used properly in the classroom. However, technical difficulties sometimes occur and inexperienced use can reduce its value. Overall, radio was found to be an effective educational tool when implemented according to established standards.
AERA 2009 - Virtual School Student Performance in a Rural and Remote Jurisdic...Michael Barbour
Mulcahy, D., & Barbour, M. K. (2009, April). Virtual school student performance in a rural and remote jurisdiction. Paper discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA.
As out-migration continues to ravage rural regions in Newfoundland and Labrador, more rural schools are relying upon the province’s virtual high school to offer courses students require simply in order to graduate. The concern is that virtual school, and K-12 distance education in general, has been shown to be an effect alternative for a select group of students. With a wider range of students forced into this largely independent learning environment, research must be undertaken to ensure that all students are being accommodating. This study proposes to address this gap by examining student enrollment patterns and performance levels in virtual schooling in the province’s most remote school district.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
Мрежите и коалициите во Република МакедонијаМЦМС | MCIC
Во презентацијата се прикажани наодите од истражувањето за мрежите, чадорските организации и коалициите во Македонија, кое МЦМС го спроведе во 2006 г. Целиот извештај од истражувањето може да го симнете од веб-сајтот на МЦМС. Презентацијата е подготвена за обука за вмрежување, испорачана од МЦМС
The document discusses best practices for virtual reference and chat services. It provides tips for getting started with virtual reference such as practicing, shadowing others, focusing on customers, and having confidence. It also outlines behaviors for successful virtual reference like welcoming users, listening, clarifying needs, keeping users informed, and providing professional assistance. Finally, it recommends best practices for managing virtual reference like developing policies, training staff, regularly reviewing transcripts, and evaluating performance.
VSS 2007 - What are They Doing and How are They Doing iI?Michael Barbour
This document summarizes a study that examined how students interact with web-based courses in Newfoundland and Labrador. The study collected data through interviews, journal entries, observations, and surveys of 14 students taking online courses. Key findings included that students relied primarily on each other for help during synchronous class time, worked less than half the time asynchronously, and turned to peers and Internet searches for help rather than online teachers or materials. The implications are that effective asynchronous teaching strategies are needed, and that building online and local communities could better support virtual students.
AECT 2006 - What are They Doing? How are They Doing It?Michael Barbour
Barbour, M. K. (2006, October). What are they doing? How are they doing it?. Roundtable session at the annual convention of the Association for Educational Communication and Technology, Dallas, TX.
What are they doing? How are they doing it? Rural secondary students learning...Michael Barbour
Barbour, M. K. (2007, January). What are they doing? How are they doing it? Rural secondary students learning in a virtual school. Paper presented at the annual Conference on Interdisciplinary Qualitative Studies, Athens , GA.
This study examined the use of radio technology in primary schools in Kenya to improve distance education. Data was collected through interviews with head teachers and classroom teachers. The study found that radio can make learning more enjoyable and improve learning outcomes when used properly in the classroom. However, technical difficulties sometimes occur and inexperienced use can reduce its value. Overall, radio was found to be an effective educational tool when implemented according to established standards.
AERA 2009 - Virtual School Student Performance in a Rural and Remote Jurisdic...Michael Barbour
Mulcahy, D., & Barbour, M. K. (2009, April). Virtual school student performance in a rural and remote jurisdiction. Paper discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA.
As out-migration continues to ravage rural regions in Newfoundland and Labrador, more rural schools are relying upon the province’s virtual high school to offer courses students require simply in order to graduate. The concern is that virtual school, and K-12 distance education in general, has been shown to be an effect alternative for a select group of students. With a wider range of students forced into this largely independent learning environment, research must be undertaken to ensure that all students are being accommodating. This study proposes to address this gap by examining student enrollment patterns and performance levels in virtual schooling in the province’s most remote school district.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
Мрежите и коалициите во Република МакедонијаМЦМС | MCIC
Во презентацијата се прикажани наодите од истражувањето за мрежите, чадорските организации и коалициите во Македонија, кое МЦМС го спроведе во 2006 г. Целиот извештај од истражувањето може да го симнете од веб-сајтот на МЦМС. Презентацијата е подготвена за обука за вмрежување, испорачана од МЦМС
The document discusses best practices for virtual reference and chat services. It provides tips for getting started with virtual reference such as practicing, shadowing others, focusing on customers, and having confidence. It also outlines behaviors for successful virtual reference like welcoming users, listening, clarifying needs, keeping users informed, and providing professional assistance. Finally, it recommends best practices for managing virtual reference like developing policies, training staff, regularly reviewing transcripts, and evaluating performance.
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
This document summarizes a study on K-12 distance, online, and blended learning in Canada. It begins by noting that most previous research had focused on programs in the United States, with little known about initiatives in other parts of North America like Canada. The goals of the study were to understand how these programs are governed in each Canadian province/territory and the level of participation. Data was collected through surveys of education ministries, interviews, and a review of documents. The findings showed participation growing each year, with the most populated provinces like Ontario and Alberta having the highest numbers and per capita involvement. It also described the mix of centralized provincial programs and those run through local school districts. The document concludes by noting ongoing work to
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
The document summarizes a panel discussion on K-12 online and blended learning across Canada. The panelists represented the Canadian eLearning Network, Touro University, Vista Virtual School Alberta, Ignite Centre for eLearning Alberta, Ontario eLearning Consortium, and CAVLFO.
The panel discussed current practices in each Canadian province, with many moving towards more centralized online learning programs. Key trends included a focus on blended learning at the classroom level and ensuring online learning is integrated into regular teaching practice. While models vary between centralized and decentralized approaches, completion rates do not significantly differ depending on the approach; success depends more on teacher quality.
The discussion concluded by emphasizing that online learning continues to grow in importance despite challenges during
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
This document summarizes a study on K-12 distance, online, and blended learning in Canada. It begins by noting that most previous research had focused on programs in the United States, with little known about initiatives in other parts of North America like Canada. The goals of the study were to understand how these programs are governed in each Canadian province/territory and the level of participation. Data was collected through surveys of education ministries, interviews, and a review of documents. The findings showed participation growing each year, with the most populated provinces like Ontario and Alberta having the highest numbers and per capita involvement. It also described the mix of centralized provincial programs and those run through local school districts. The document concludes by noting ongoing work to
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
The document summarizes a panel discussion on K-12 online and blended learning across Canada. The panelists represented the Canadian eLearning Network, Touro University, Vista Virtual School Alberta, Ignite Centre for eLearning Alberta, Ontario eLearning Consortium, and CAVLFO.
The panel discussed current practices in each Canadian province, with many moving towards more centralized online learning programs. Key trends included a focus on blended learning at the classroom level and ensuring online learning is integrated into regular teaching practice. While models vary between centralized and decentralized approaches, completion rates do not significantly differ depending on the approach; success depends more on teacher quality.
The discussion concluded by emphasizing that online learning continues to grow in importance despite challenges during
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Newfoundland and Labrador
• the island is 43,359 square miles, while
Labrador covers 112,826
• population was 505,469 in 2006
Census
– 551,795 in 1996 / 568,350 in 1986
• 294 schools in 2005-06
– 343 in 2000-01 / 472 in 1995-96
• 76,763 students in 2005-06
– 110,456 in 1995-96 / 142,332 in 1985-86
• average school size is 220 pupils
– 45% > 200 and 25% > 100
3. Centre for Distance Learning and Innovation
The CDLI was founded in December 2000
by the Department of Education, in
response to the recommendations of
the 1999 Sparks-Williams Ministerial
Panel on Educational Delivery.
The vision of the Centre is to
• provide access to educational opportunities
for students, teachers and other adult
learners in both rural and urban
communities in a manner that renders
distance transparent;
• eliminate geographical and demographic
barriers as obstacles to broad, quality
educational programs and services; and
• develop a culture of e-learning in our
schools which is considered to be an
integral part of school life for all teachers
and students.
4. Centre for Distance Learning and Innovation
CDLI Statistics
2001-02* 2002-03 2003-04 2004-05 2005-06
Number of courses 10 18 25 30 33
Number of teachers 5 18 23.5 25.5 27.5
Course Registrations 200 1000 1200 1300 1650
Percentage passes N/A 88 90 90 88
5. Centre for Distance Learning and Innovation
Synchronous – Online
• 30% to 80%, depending on
subject area
• taught via a virtual classroom
(e.g., Elluminate Live)
Asynchronous – Offline
• remainder of their time
• taught via a course
management system (e.g.,
WebCT)
• usually consists of
independent work from posted
homework or assignments or
from their textbooks
6. Reviewing the Literature
• Rural schools are different from urban schools,
particularly when it comes to their ability to offer
the mandated curriculum to their students.
• Initially, rural schools have attempted to address
these needs through consolidation, but in the
past decade and a half turned to distance
education (and more recently virtual schools).
• Across North America, virtual school students
tend to be a select group of students who are
highly motivated, independent in their learning,
and have access to and facility with digital
technology.
7. Reviewing the Literature
• The claims are that virtual schooling can allow
rural schools to offer their students a wider variety
of curriculum and access to highly trained
teachers in specialized areas.
• However, the reality is that most virtual schooling
opportunities are designed for only a select group
of students and these opportunities are simply out
of the reach of many rural school students.
• More research is needed into why some learners
are more successful in online environments than
others and the specific factors that may impact
student achievement in these environments
8. Students’ Final Course Averages Based Upon
Delivery Model and Location by Year
2001-02 2002-03 2003-04 2004-05
Web delivered rural 71.3 68.1 69.3 69.6
(n = 291) (n = 886) (n = 1,143) (n = 1,132)
Web delivered urban[1] 64.2 56.5 67.5 71.8
(n = 12) (n = 20) (n = 10) (n = 39)
Classroom delivered rural 68.2 68.1 68.5 69.0
(n = 11,233) (n = 21,334) (n = 26,601) (n = 31.022)
Classroom delivered urban 67.1 66.6 67.8 68.5
(n = 13,390) (n = 27,227) (n = 35,555) (n = 38,857)
# of missing cases 259 (1%) 464 (1%) 1366 (2%) 3693 (5%)
Total # of cases 25,185 49,931[2] 64,675 74743
# of courses 11 21 24 30
[1] The designation of an urban area follows that definition utilized by Statistics Canada.
[2] The dramatic increase in the number of cases was due to the increase in the number of courses offered
by the CDLI. For example, adding Art Technology 1201 in 2002-03 increased the number of web-based
cases by seventy-eight web-based cases and classroom cases by 1578, or English 1201 in 2003-04 which
added 19 web-based cases and 5306 classroom cases.
9. Students’ Public Exam Scores Based Upon
Delivery Model and Location by Year
2002-03 2003-04 2004-05
Web delivered rural 61.4 60.5 63.4
(n = 210) (n = 323) (n = 293)
Web delivered urban 71.0 60.5 66.4
(n = 1) (n = 2) (n = 8)
Classroom delivered rural 60.6 64.5 61.7
(n = 3,919) (n = 4,907) (n = 6,558)
Classroom delivered urban 61.4 64.7 62.6
(n = 5,623) (n = 8,153) (n = 9,304)
# of missing cases 40 (0.5%) 189 (1%) 800 (5%)
Total # of cases 9,793 13,574 16,963
# of courses with public 5 6 7
exams
10. Students’ Scores Based Upon
Delivery Model and Location
Public Exam Final Course Average
Web delivered rural 61.7 69.3
(n = 826) (n = 3,452)
Web delivered urban 65.7 66.3
(n = 11) (n = 81)
Web delivered total 61.8 69.2
(n = 837) (n = 3533)
Classroom delivered rural 62.3 68.5
(n = 15,384) (n = 90,190)
Classroom delivered urban 63.1 67.7
(n = 23,080) (n = 115,029)
Classroom delivered total 62.8 68.1
(n = 38464) (n = 205219)
# of missing cases 1,029 (2.6%) 5,650 (2.6%)
Total # of cases 40,330 214,402
11. Purpose of the Study
The purpose of this study was to examine the nature of
web-based learning in Newfoundland and Labrador
secondary education. Specifically, this study examined
the how students interacted with their web-based
courses and the process they undertook when they
needed help. This general purpose lent itself to three
research questions:
1. What are the students’ experiences during their
synchronous time online?
2. What are the students’ experiences during their
asynchronous time online?
3. When students require content-based assistance,
where do they seek that assistance and why do they
choose those sources?
12. Participants
Student Pseudonyms Gender Grade Community From Courses Taken
Jasmine Female 10 Cape Random Fine Arts[1]
Justine Female 11 Beaches Language Arts[2]
Mathematics
Science
Constance Female 11 Beaches Language Arts
Jason Male 11 Clarke’s Bay Language Arts
Mathematics
Peter Male 11 Beaches Mathematics
Science
Norah Female 11 Beaches Mathematics
Science
Mya Female 12 Beaches Language Arts
Max Male 12 Beaches Language Arts
Science
Mathematics
Dayna Female 12 Beaches Language Arts
Darlene Female 12 Clarke’s Bay Language Arts
Kevin Male 12 Clarke’s Bay Fine Arts
Kathy Female 12 Cape Random Language Arts
Science
Mathematics
[1] Fine Arts include courses in art and music.
[2] Language Arts include courses in both English language arts and French as a second language.
13. Interviews
Student Interview 1 Interview 2 Interview 3 Interview 4
Jasmine X X X X
Justine X X X X
Constance X X X X
Jason X X X X
Peter X X X
Norah X
Mya X X X X
Max X X X X
Dayna X
Darlene X X X
Kevin X X
Kathy X X X X
* Plus four teacher and administrator interviews.
14. Journal Entries
Student Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Jasmine X X X X X X X X X X X X X X
Justine X X X X X X X X X X X X X X X
Constance X X X X X X X X X X X X X X X
Jason X X X X X X X X X X X X X X X
Peter X X
Norah
Mya X X X X X X X X X X X X X
Max X X X X X X X X X X X X X X
Dayna
Darlene X X X X X X X
Kevin
Kathy X X X X X X X X X X X X X X
15. Participant Observation – In School
Date Fine Arts Language Arts Mathematics Science
Synch Asynch Synch Asynch Synch Asynch Synch Asynch
03 May 2 1
04 May
05 May
08 May 1 1 1 1
09 May 1 1 1 1
10 May 1
11 May 1 1 1 1
12 May 1 1
15 May 1
16 May
17 May 1
18 May 1
23 May 1 1 1 1
24 May 1 1 1 1
25 May 1 1 1 1
26 May 1 1 2
Total 5 5 7 4 4 3 6 4
16. Participant Observation - Online
Teacher/Tutor Content-Area Asynchronous Synchronous Tutorial
Pseudonyms (WebCT) (Elluminate Live)
Bill Martin Language Arts 2 different 3 classes from 1
course areas course
Lori Green-Paul Language Arts 3 different 2 classes from 2
course areas different courses
Pamela Bond Language Arts 2 different 2 classes from 2
course areas different courses
Joe Cole Science 2 different 3 classes from 1
course area different course
Megan Matthews Science 2 different 2 classes from 2
course areas courses
Dustin Nelson Science 1 TWEP session
Norman Tiller Social Studies 2 different 4 classes from 1
course areas course
Pat Blake Mathematics 7 classes from 3
different courses[1]
Paul Murray Fine Arts 4 classes from 1
different course
[1] One of these synchronous classes was conducted by a substitute teacher.
17. Surveys
• Potential variables in transactional
distance (Lowell, 2004)
• High school Internet education survey
(Roblyer & Marshall, 2002-2003)
• Learning styles inventory (Barbour &
Cooze, 2004)
• Online learning experiences (Barbour,
2006)
18. Trends
Synchronous Time
• where most of the instruction took place
• students tended to stay on task during this time
(although not always)
• students tended to rely upon each other more than the
online teacher for help
• students tended to communicate using text rather than
audio
19. Trends
Asynchronous Time
• students primarily assigned seat
work
• students decided to work less
than half of the time
• when the students decided to
work, they worked well
• students would complete work in
a collaborative effort, particularly
in the mathematics and sciences
• asynchronous time was easy to
give up for other school related
activities
20. Trends
Turning for Help
• students primarily relied upon each
other for help
• local class size played an important role
• student colleagues, teachers (both
online and school-based), and general
Internet searches
• rarely used textbook, supplemental
material in WebCT, a live tutor available
in the virtual classroom
21. Implications for Practitioners
• effective
asynchronous
teaching strategies
• create communities -
both online and local
• supporting students
online
22. Implications for Research
• asynchronous teaching
strategies
• lower performing students
• remediation of virtual school
skills
• developing community with
virtual school students
• quality of student learning
experiences in virtual
environments
• design-based or
developmental research
23. Bibliography
Barbour, M. K. (2006). Secondary students perceptions of
web-based learning. Roundtable presented at the annual
meeting of the Association for Educational
Communication and Technology,.
Barbour, M. K., & Cooze, M. (2004). All for one and one for
all: Designing web-based courses for students based
upon individual learning styles. Staff and Educational
Development International, 8(2/3), 95-108.
Lowell, N. (2004). An investigation of factors contributing to
perceived transactional distance in an online setting.
Unpublished Ph.D., University of Northern Colorado,
Greeley, CO.
Roblyer, M. D., & Marshall, J. C. (2002-2003). Predicting
success of virtual high school students: Preliminary
results from an educational success prediction
instrument. Journal of Research on Technology in
Education, 35(2), 241-255.