Running title: Final Assignment #2

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Final Assignment #2
Students With Learning and Behavioural Disabilities in B.C. Distributed Learning
Courses
Karen Jones
ETEC 500 66A
University of British Columbia
(Word Count: 1987)

Final Assignment #2 2

Introduction
Distributed learning (DL) has expanded in BC, with almost 10% of the provinces
student population enrolled in one or more courses in 2008-9 (Barbour, 2009). A meta-
analysis of online learning research found that, on average, students in online learning
conditions performed better than those receiving traditional instruction, however few of
these studies were at the K-12 level (U.S. Department of Education, Office of Planning,
Evaluation, and Policy Development, 2009). Computer-mediated instruction has been
well received by students in the alternative program in which I teach, and the staff
thought that incorporating an online component could be a way to be more inclusive and
flexible for a wider variety of students. I investigated courses that were available,
however, and was dismayed to see that most were heavily text-based, and structured in a
way I believed would make it difficult for most of our students to complete. I wondered if
online course design was a barrier to participation for special needs students with
Individualized Education Programs (IEP), despite a guideline covering traditional and
distributed learning that notes, Instruction and learning resources should be provided in
a format that meets the student's needs in accordance with the IEP (B.C. Ministry of
Education, 2006, p. 4).

Purpose and Research Questions
The purpose of this study, therefore, is to investigate the participation rate and
performance of B.C. students with learning and behavioural disabilities in distributed
learning (DL) courses, as compared to in traditional school settings. DL is defined as: A
method of instruction that relies primarily on indirect communication between students
Final Assignment #2 S
and teachers, including Internet or other electronic-based delivery, teleconferencing, or
correspondence (B.C. Ministry of Education, 1996, p. C-12). The research questions that
will guide the study are:
1. What percent of grades 10 -12 students with designated learning and behavioural
disabilities completed a BCDL course in 2008/9, and how did this compare with
the traditional method of course delivery?
2. How did their pass/fail rates in the core grade 10 -12 courses compare between
DL and regular courses?

Literature Review
There are two strands of research that explore the success and failure of online
students: studies on learner characteristics, and on the online learning environment. A
review of the literature indicates that there is a diversity of needs within the special
education population, and that these needs are complex and often conflicting (Keeler &
Horney, 2007; Smouse, 2005). Findings in these studies emphasize how important it is
not only to identify students who are likely to have difficulties with online learning
(Roblyer, Davis, Mills, Marshall, & Pape, 2008), but also to find ways to design
environments that accommodate these differences (Keeler & Horney, 2007; Roblyer et
al., 2008). Technology combined with design principles can be used to create courses
that, by giving choices and support in the online environment, may address the needs of a
majority of learners, special needs or not (Keeler & Horney, 2007).

Final Assignment #2 4
With respect to special needs students, the online literature, while rich with
guidelines addressing the accommodation of individuals with physical disabilities, lacks
research on students with cognitive impairments, even though these students make up
over a third of the special needs population in B.C. schools (B.C. Ministry of Education,
2010c). The few existing empirical studies indicate that online environments may hold
advantages in the affective domain over traditional settings for those with learning
disabilities, as well for those at risk of school failure. In the studies surveying virtual
schools, students repeatedly reported that the flexibility of time, place, and pace of
instruction better catered to their needs, and that they enjoyed having more control over
their own learning (Gordon, 2007; Podoll & Randle, 2005; Smouse, 2005). As well,
surprisingly given the lack of face-to-face interaction, learners described teacher contact
as being more positive and supportive, with greater availability and communication
through electronic means (Podoll & Randle, 2005; Smouse, 2005). However, Gordon
(2007), Podoll and Randle (2005), and Smouse (2005) cited the lack of social and
academic collaboration with peers as a disadvantage in online environments, even though
the distractions of peers and social pressures were removed.

At-risk students may lack the motivation, self-discipline, and time management
skills identified with success in online environments (Roblyer et al., 2008), but few
empirical studies comparing their academic achievement in online versus traditional
settings exist to test this hypothesis. It is also unclear how much the academic success of
special needs students depends on the design of the online learning environment and the
available supports (Keeler & Horney, 2007; Roblyer et al., 2008). While Gordon (2007)
Final Assignment #2 S
showed that an online commercial PLATO learning system was as efficient as traditional
methods in delivering a remedial program, it would be worthwhile to evaluate the
effectiveness of teacher-created courses that were designed for accessibility (Keeler &
Horney, 2007), and tailored to specific student populations.

Method
Participants
Participants for this study will be students in grades 10 to 12, identified by school
districts as having learning and behavioural disabilities in BC, who were enrolled in one
or more of the core courses (see Appendix A) in the 2008/9 school year. There are no
recruitment strategies as archival data is being used. After examining the numbers of
special needs and DL students enrolled by district (B.C. Ministry of Education, 2010a), I
anticipate that the numbers in this overlapping population will be low, having narrowed
the focus to two special needs categories and three grades, and considered the academic
challenges that tend to limit their participation in these courses. Therefore, I will attempt
to include the entire population in this study.

Instrument
I plan to obtain data through the Ministry of Educations Student Achievement
Data Exchange (SADE), which collects course level data for every student via the British
Columbia Enterprise Student Information System (BCeSIS) from all DL schools, plus all
public schools offering Grades 8 through 12 (B.C. Ministry of Education, 2010b). Data
Final Assignment #2 6
collection through this database avoids errors of duplication or omission that may arise
from student cross-enrollment outside of their home school.

Design
This causal-comparative study will collect and analyze enrollment and pass/fail
data on two groups for each district across the province: those students in traditional face-
to-face courses, and those in DL courses. Homogeneous subgroups organized by special
needs designation and type of course will be compared. See Appendix B for sample data
tables. Pass/fail rates will be analyzed instead of individual student percentages, so as to
respect privacy and confidentiality rights, reduce data volume, and enable a broad
comparison across the province.

Procedure
Prior to beginning research, I will submit an Application for Ethical Review to the
Behavioural Research Ethics Board (BREB) for minimal risk review, the turnaround time
being on average 2 to 3 weeks. Upon receiving approval for this proposal, I will contact
the Ministrys e-Learning Programs, and Information and Research units in order to
obtain SADE data, and enlist Edudatas (http://www.edudata.ca/site/home/) help in the
preparation and approval of a research agreement
(http://www.edudata.ca/files/MED_Research_Agreement_Template.pdf) with the
Ministry (N. Tiache, personal communication, July 28, 2010). In my correspondence I
will include key query terms (see Appendix A) and sample data tables (see Appendix B).
Once received, data will be entered and saved in a digital spreadsheet, then analyzed.
Final Assignment #2 7

If time and approval are an issue, I will mail and email the superintendent and
special needs contact (http://www.bced.gov.bc.ca/apps/imcl/imclWeb/Home.do) of the
41 districts showing registered DL students in 2008/9 (B.C. Ministry of Education,
2010a). Each will receive a cover letter outlining the proposal included the services
requested and the potential benefits, along with a data table in which to record the
requested information in both paper- and digital format. Prior to a blanket mail out, the
documents will be pilot tested in the district in which I work.

There are limitations to the study. First of all are the costs of using Edudatas
services, and the time it may take to obtain data from the Ministry. As well, while a
longitudinal approach might be interesting, provincial data collection methods are in flux,
with 2008/9 being the first year that both DL and K-12 schools supplied data to SADE,
and data from 2009/10 not being available until July 2011 (T. Winkelmans, personal
communication, July 26, 2010). Other limitations involve the lack of control over course
designs, teaching methods, and levels of support, as well as the uncertain homogeneity of
comparison groups, given the diversity among special needs students even within the
same category.

Data Analysis
I plan to use both descriptive and inferential parameters to analyze the data, and
will focus on the effects of instructional delivery method (traditional or DL), special
needs category, and the type of course on participation and passing rates.
Final Assignment #2 8
Descriptive statistics.
Total percentage of students enrolled in traditional and DL courses, by district.
Pass and failure frequency counts and percentages, by course, category, and
instructional delivery method.
Means and standard deviation for pass and fail calculated for each course from
cumulative district data, by category and instructional delivery method.
Split bar graph (traditional & DL) comparing passing rates by district.

Inferential statistics.
Factorial Analysis of Variance between course passing rates (dependent variable)
and district, category and instructional delivery method.
Multidimensional chi-squared analysis of instructional delivery method and
course, and between category and course.

Timeline
Table 1: Estimated Timeline of Proposal (2010/11)
Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr.
BREB review of proposal
Preparation of research agreement
Data collection
Data analysis
Write report
xxx
xxxxxx
xxxxxxxxxxxx
xxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Final Assignment #2 9

Ethical Considerations
Anonymity of participants will be maintained, as data in this study will not be
associated with individual students. Information regarding individual districts will remain
confidential, in accordance with both the Freedom of Information and Protection of
Privacy Act, and the Ministry Policy: Protection of Personal Information when
Reporting on Small Populations (B.C. Ministry of Education, 2009).

Significance of Study
While the proposed use of pass/fail frequencies may prove to be too blunt a
measure of achievement to distinguish any differences between traditional and DL
instruction, this study will indicate which B.C. districts have the highest DL participation
rate of students with learning and behavioural disabilities. This can provide the basis for
investigating the factors that may be supporting or discouraging accessibility to DL
courses in different districts. I anticipate that districts with relatively high overlapping
special needs and DL enrollments (Surrey, Vancouver, and Coquitlam)(B.C. Ministry of
Education, 2010a) will have the highest participation, but that also the length of time the
district has had a DL school may play a factor, with more established schools having
higher enrollments and better special needs support (Chilliwack, Comox Valley, and
Saanich)(Virtual School Society, 2010). I would also suspect that DL courses that are
less academic (PE and Planning 10), that employ a blended learning approach, or that are
used onsite by alternative programs might also show a higher participation and success
rate than courses without face-to-face support.
Final Assignment #2 1u
However, it is presumptuous to make assumptions about causes of success or
failure, especially given the challenges that academic courses in any format can present to
those with disabilities. Therefore, a follow-up study would survey students in districts
with higher special needs participation rates to collect qualitative data on experiences in
DL courses, as well as to collect quantitative data on achievement in both types of
courses. Ideally, an analysis of DL course design features for accessibility and support
could also form the basis for a third study using the Instrument of Instructional Design
Elements of High School Online Courses (IODE) developed by Keeler (2003).

Given that schools are using a variety of courses and platforms, I believe that
stuuies investigating the ielevant uetails of online leaining expeiiences foi special
neeus stuuents in K to 12 settings will assist teacheis in uesigning appiopiiate
suppoits, anu help uevelop an online community of iesouices. 0ltimately,
incoipoiating univeisal uesign stiategies that auuiess a vaiiety of leaining styles
will ensuie that online leaining is a successful anu viable option foi all stuuents.
Final Assignment #2 11
References

B. C. Ministry of Education. (1996). School Act. Victoria, BC: British Columbia Ministry
of Education.
B.C. Ministry of Education. (2006). Distributed learning- Requirements and guidelines
for students with special needs. Retrieved July 12, 2010, from
http://www.bced.gov.bc.ca/policy/policies/spneed_distance_ed.htm
B.C. Ministry of Education. (2009). Policy site: Protection of personal information when
reporting on small populations. Retrieved August 8, 2010, from
http://www.bced.gov.bc.ca/policy/policies/persinfo_foi_smallpop.htm
B.C. Ministry of Education. (2010). 2009/10 Summary of key information. Retrieved
from http://www.bced.gov.bc.ca/reporting/
B.C. Ministry of Education. (2010). K-12 data collection: Student Achievement Data
Exchange (SADE). Retrieved August 5, 2010, from
http://www.bced.gov.bc.ca/datacollections/sade/
B.C. Ministry of Education. (2010). Reporting on K to 12 - Student statistics - 2009/10
Province - Public and independent schools combined. Provincial Reports.
Retrieved from http://www.bced.gov.bc.ca/reporting/prov_data_summary.php
Barbour, M. K. (2009). State of the nation: K-12 online learning in Canada. International
Association for K-12 Online Learning. Retrieved from www.inacol.org
Gordon, R. (2007). An analysis of at-risk student achievement in a PLATO credit
recovery course. (Unpublished doctoral dissertation). University of Mississippi,
Mississippi. Retrieved from ProQuest Dissertations & Theses: Full Text.
(Publication No. AAT 3329544)
Final Assignment #2 12
Keeler, C. (2003). Instructional design elements of U.S. high school online courses:
Instrument descriptors. Retrieved from
http://cateweb.uoregon.edu/ckeeler/Descriptors.pdf
Keeler, C., & Horney, M. (2007). Online course designs: Are special needs being met?
American Journal of Distance Education, 21(2), 61-75.
doi:10.1080/08923640701298985
Podoll, S., & Randle, D. (2005). Building a virtual high school...click by click. T.H.E.
Journal, 33(2), 14-19. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ762430&sit
e=ehost-live
Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., & Pape, L. (2008). Toward practical
procedures for predicting and promoting success in virtual school students.
American Journal of Distance Education, 22(2), 90-109. Retrieved from
http://www.informaworld.com/10.1080/08923640802039040
Smouse, T. L. (2005). Students with either specific learning disabilities or with attention
deficit hyperactivity disorder: Perceptions of self as learner in online courses at
Florida Virtual School and in the traditional learning environment. Unpublished
Doctoral dissertation, University of Central Florida, Orlando. Retrieved from
ProQuest Dissertations & Theses database. (AAT 3178969)
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development,
N. C. (2009). Evaluation of \line evidence-based practices in online learning: A
meta-analysis and review of online learning studies. Washington, D.C. Retrieved
from www.ed.gov/about/offices/list/opepd/ppss/reports.html.
Final Assignment #2 1S
Virtual School Society. (2010). LearnNowBC School Finder. Retrieved August 9, 2010,
from http://www.learnnowbc.ca/schools/default.aspx
Final Assignment #2 14

Appendices

Appendix A: Key query terms submitted to Ministry of Education databases

Types of schools:
Distributed Learning
Public (traditional)

Special Needs Categories:
Learning Disabilities (Category Q)
Behavioural Disabilities (Category R, H)

Grades:
10, 11, 12

Core courses:
English Language Arts 10
Math 10 (includes the following:)
o Applications of Math 10
o Essentials of Math 10
o Principals of Math 10
Physical Education 10
Planning 10
Science 10
Social Studies 10

English 11 (includes the following:)
o Communications 11
o English Language Arts 11
Math 11 (includes the following:)
o Applications of Math 11
o Essentials of Math 11
o Principals of Math 11
Science 11 (includes the following:)
o Biology 11
o Chemistry 11
o Earth Science 11
o Physics 11
o Science and Technology 11
Social Studies 11

English 12 (includes the following:)
o Communications 12
o English Language Arts 12

Final Assignment #2 1S

Appendix B: Example of data tables for one district (total 57) and one course (total
= 11 per district)

Table 2: DISTRICT A ENROLLMENT OF STUDENTS WITH LEARNING &
BEHAVIOURAL DISABILITIES
Number of Students
Enrolled in District
Number of Students
Enrolled in Distributed
Learning Courses
Learning Disabilities
(Category Q)


Behavioural Disabilities
(Categories R & H)

Totals



Table 3: DISTRICT A STUDENT ACHIEVEMENT IN ENGLISH 10
EN 10 (traditional) EN 10 (DL)
No.
Enrolled
No.
Passed
No.
Failed
No.
Enrolled
No.
Passed
No.
Failed
Learning
Disabilities
(Category
Q)

Behavioural
Disabilities
(Categories
R & H)

Totals


Attachment: Excel spreadsheet showing data table for all core courses:
TABLE 4: Traditional vs DL data for core courses, grades 10 - 12
Final Assignment #2 16

Appendix C: Email Communications

!"#$% Kaien }ones
&'()% Fiiuay, }uly 16, 2u1u 11:u9 AN
*#% Winkelmans, Tim EB0C:EX, Nanagei, Bistiibuteu Leaining, BC Ninistiy of
Euucation.
&+,-'.)% Special neeus stuuents iegisteieu in uistiibuteu leaining couises

Bello,

Ny name is Kaien }ones anu I am a teachei in an alteinative piogiam in Richmonu
School Bistiict #S8. 0ui uistiict auministiatoi, Kathyin B'Angelo gave me youi
name in iesponse to a queiy I sent hei iegaiuing the following infoimation:
I was wonueiing if theie is any way to finu out the peicentage of stuuents
uesignateu special neeus in uistiibuteu leaining, as compaieu to special neeus
stuuents in schools, in oiuei to compaie the peifoimance between the two on a
uistiict anuoi piovincial basis. This is foi a ieseaich pioposal foi a couise in my
Nastei's in Euucational Technology at 0BC.

I woulu appieciate any suggestions oi insights you might have.

Thank you foi youi time,

Kaien


!"#$% "Winkelmans, Tim EB0C:EX" Tim.Winkelmansgov.bc.ca
&'()% Fiiuay, }uly 16, 2u1u 11:u9 AN
*#% Kaien }ones

Bi, Kaien

We uon't uo the ioutinely, it woulu be an au hoc queiy that woulu take some time to
geneiate. What kinu of timelines uo you have.

It woulu also help to see youi specific ieseaich questions. Aie you inteiesteu in
paiticulai categoiies, oi oveiall.

Tim

!"#$% Kaien }ones
&'()% Nonuay, }uly 26, 2u1u 11:u9 AN
*#% Winkelmans, Tim EB0C:EX, Nanagei, Bistiibuteu Leaining, BC Ninistiy of
Euucation.

Final Assignment #2 17
Bi Tim,

Soiiy to keep bugging you, especially since it's summei anu I'm suie you aie
contemplating holiuays. I am woiking on claiifying anu naiiowing my ieseaich
pioposal topic. This is solely a pioposal, but I am tiying to figuie out in theoiy what
appioach I woulu neeu to take to collect uata foi the following questions:

1) Boes the Ninistiy keep tiack of the total population of all special neeus
uesignateu stuuents eniolleu in BL couises in 2uu91u, anu theii completion iates.
Boes uata exist to uo a longituuinal stuuy fiom 2uu67 - piesent.

2) Is it possible to collect uata thiough the Ninistiy on the eniollment anu
achievement of special neeus stuuents by categoiy in the coie giauuation couises,
incluuing Planning 1u, Na 1u, SS 1u, Sc 1u, En 1u, SS 1112, Language Aits 1112,
both in the BL anu tiauitional foimats.

S) What peimissions woulu I neeu to obtain this soit of infoimation, if it is available
at the Ninistiy level.

I appieciate youi time, anu apologize foi the myiiau of emails that have alieauy
heaueu youi way iegaiuing this!

Thanks foi youi help,
K}


!"#$% "Winkelmans, Tim EB0C:EX" Tim.Winkelmansgov.bc.ca
&'()% Nonuay, }uly 26, 2u1u
*#% Kaien }ones

I've cc'u Pat NcCiea in oui Infoimation Bepaitment; he also ieceiveu youi queiy.
We'll uiscuss it.

We won't know u91u iates foi some time yet. We give stuuents at least a yeai, anu
if they staiteu in Apiil 2u1u we won't ieally see iesults until aftei }uly 2u11
collection.

We have u6u7 anu u7u8 uata foi BL that's in ieasonable shape, assuming that we
aie using the SABE uata. Bowevei, biicks anu moitai schools began pioviuing uata
to SABE on u8u9.

Also, foi cioss-eniolments, the BL schools uon't often know if the stuuents aie
special neeus, but they woulu foi theii own stuuents. Aie you inteiesteu in cioss-
eniolleu as well as school-of-iecoiu.

Final Assignment #2 18
I've also cc'u Bient Nunio, who may be able to auvise what type of peimission may
be iequiieu.



!"#$% Kaien }ones |mailto:K}onessuS8.bc.caj
&'()% Tuesuay, }uly 27, 2u1u 11:u9 AN
*#% Winkelmans, Tim EB0C:EX, Nanagei, Bistiibuteu Leaining, BC Ninistiy of
Euucation.

Bi Tim,

Thanks foi the infoimation anu the contacts. Iueally, I am inteiesteu in all special
neeus BL stuuents, cioss-eniolleu anu school-of-iecoiu. Bow woulu that change the
uata souices. Woulu the cioss-eniolleu info be available at the Ninistiy level, oi
woulu I neeu to access Bistiict uatabases. Regaiuing special neeus stuuent
achievement uata in the tiauitional system piioi to u8u9, woulu that be available
thiough each uistiict's Tiax system. I hau no iuea that BCeSIS was just the tip of the
new uata collection icebeig.

If I weie to iequest any such infoimation fiom the Ninistiy, what aie the time lines
anu what soit of queiy foimat is iequiieu, geneially speaking.

A multituue of thanks, again,
K}



!"#$% 012(3'4$5(67 *2$ 89:;%8<0 *2$=12(3'4$5(6>?#@=,.=.5
&'(): }uly 27, 2u1u
*#% Kaien }ones

Piioi to 2uu6, we woulu have no cioss-eniolment uata. The questions aie
impoitant because they guiue uatabase selection anu queiy iules.

From: Karen Jones
Sent: July 26, 2010
To: Dr. Maria Trache, Research Manager/Edudata & Statistical Consultant/FoE
University of British Columbia
Faculty of Education

Hello,

My name is Karen Jones and I am a teacher in an alternative program in Richmond
School District #38. I am looking for information regarding a research proposal for a
course in my Master's in Educational Technology at UBC.
Final Assignment #2 19

I was wondering how to obtain:
a) the percentage of special needs students in grades 8 to 12 enrolled in distributed
learning courses by category (with an emphasis on students designated with learning, and
behavioural disabilities)
b) their performance or completion rates in DL courses in order to compare these figures
with special needs students in regular school programs on a district basis.

At this point, I am just wondering how I would go about collecting such data. Are DL
course completion rates by special needs students kept at a Ministry level, or would I
need to inquire at the district, school, or program level? Also, what sort of permissions
would be required to obtain such information? I would appreciate any suggestions or
insights you might have.

Thank you for your time,

Karen Jones


!"#$: Naiia Tiache tiacheinteichange.ubc.ca
&'()% }uly 28, 2u1u
*#% Kaien }ones

Bi Kaien,
Ny colleagues foiwaiueu youi email to me.
You may want to check fiist the Ninistiy of Euucation website on school iepoits,
maybe you can finu something theie:
http:www.bceu.gov.bc.caiepoiting

Euuuata has stuuent auministiative uata that contain infoimation on special neeus
stuuents anu the uistiictsschools attenueu, anu peihaps we shoulu be able to
iuentify BL institutions, anu link these two vaiiables. Bowevei, access to such uata
iequiies a Reseaich agieement with the Ninistiy that incluues ethics appioval foi
the ieseaich pioject anu it takes some time. Also, Euuuata asks foi a fee to facilitate
the piepaiation anu appioval of the ieseaich agieement anu auuitional $ to uo the
uata extiact anuoi conuuct the analysis foi you. This makes sense only if you neeu
the infoimation foi a thesis oi ieseaich pioject, anu of couise you have some
funuing. 0theiwise, you have to use public infoimation.

If you aie inteiesteu in a specific uistiict only, you may want to contact the school
uistiict uiiectly. Noimally, they shoulu have stuuent auministiative uata foi theii
uistiict anu, if they aie inteiesteu in someone uoing a bit of analysis, they may give
you fiee access to the uata, anu you can shaie with them the iesults.

Best iegaius,
Naiia