4/9/2015 Strategies and

Structures in
Distributed
Learning
Engaging and
Motivating
Students
Research Proposal

Susan Beeley
ETEC 500: RESEARCH METHODOLOGY IN EDUCATION
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Research Proposal

Table of Contents

Introduction pg. 3-4

Statement of Problem pg. 4-5
Literature Review pg. 6-9
Research Method pg.9-11
Schedule of Activities pg. 12
Discussion pg. 13
References pg. 14
Appendix
Appendix 1 pg. 15-18
Appendix 2 pg. 19-26
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Research Proposal

Introduction

My interest in how technology is used in online learning began in September 2014, prior to my

beginning the MET courses at UBC. I began tutoring two homeschooled girls in grade 11 Chemistry and was

curious as to how Chemistry could be successfully taught at such a high level without any possibility of

experimental work and practical learning. In fact, the course was laid out in a very theoretical way.

Communication between the teacher and student was limited, the girls retrieved their assignments from the

website, they completed their assignments and submitted them online, and then they wrote their tests and

retrieved their test scores online. In between they were able to contact the teacher via email or skype if and

when they needed additional support or were unclear on any aspect of the assignments.

As a science teacher with chemistry as my primary area of teaching I was well aware of the abundance

of simulation technology and science related software that existed, some fantastic, some not so great. I was

surprised that none of this was incorporated into lessons to add an element of practical learning. As this was my

first experience with online learning I assumed that this sort of limited interaction and use of technology was the

way of it. It was after this that I began the MET courses and began to see how, with the use of systems such as

Blackboard Learn online learning communities could be used to enhance learning without even delving into

curriculum related software.

It was then mentioned in the discussion forum that distributed learning does not have a very high

success rate and during my teaching time back in Canada, I have encountered a number of students who have

mentioned starting a course via distributed learning but not finishing. These student were all taking their online

courses either to upgrade or because the courses that they needed were not available as a face to face, in school

option at the time that they were required. I began to wonder if something may have been missing from their

experience, something that had it been present may have increased the likelihood of the students completing

their courses as initially intended.

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Research Proposal

Perry and Pilati (2011) note that since the early days of correspondence courses, online learning

opportunities have continued to grow and develop. Despite their increasing prevalence, however, it would seem

that the criterion for them to be deemed successful remains set much higher than for traditional academics.

Further, there is great debate about the appropriateness of online learning for areas such as science which have a

heavy practical component. In response to such criticism there has been a shift towards blended learning

where some of the curriculum is covered on line and some is covered in a classroom environment. However the

learning is split, Perry and Pilati (2011) note that several factors remain essential to academic success regardless

of format, including a sense of community, timely feedback, clear expectations and a reasonable chance of

success.

Problem Statement

In order to further develop my original idea I have come up with four areas of questioning that will help me

to focus on the aspects of distributed learning that may affect the ability for students to commit to such a

program, maintain motivation, and achieve success.

a) The Students

In the case of the two girls that I tutor it is important to note that both of these girls were used to distributed

learning, and were self-motivated thereby more likely to succeed than most. Nonetheless, it occurred to me that

this was a very isolated way to receive an education and I had concerns that their practical skills would be

significantly behind those of their peers once they move on to post-secondary education. Further, the practical

aspect of science is something that most students find enjoyable and useful to their learning. Are their some

students who are more likely to succeed when curriculum is approached in a purely theoretical way? Can traits

such as self-directed motivation and perseverance be measured somehow so that student who are not likely to

succeed at online learning could be advised against it or given additional support to increase the likelihood of

their success?
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b) The Teacher

The dynamics between a teacher and student can be a key determinant in student motivation. Because of

this I think that it is worth looking at the characteristics of the teachers who teach distributed learning courses.

Most specifically, do they really know the students that they teach? Do they know why the student is taking

their course, whether or not additional support may be required? Are they still keeping abreast with current

trends and ideas in education and educational technology?

c) Sense of community

As the girls I tutor have very little one-to-one contact with their teacher or with the other students taking the

same course, I would also like to look at the difference interaction with a teacher and other students has on

student success, even if it is not their own teacher. At centers such as Summit in Mission there are times when

students can go in and sit down with teachers to get help working through the course material, does this increase

the likelihood of sticking with the course and successfully completing it? Further, if the teacher fosters

communication with and between the students are the students more likely to feel supported and part of a

community making success more likely?

d) Teaching online vs. teaching online well

As I am only aware of the one situation mentioned above, it is entirely possible that most educators involved

in distributed learning do use technology as more than just a bookkeeping tool. Are their guidelines for how

to use technology successfully in online learning? What strategies and structures can teachers and schools use

in a distributed learning environment to improve motivation and engagement of the students that they teach?
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Literature Review

a) The students

The motivation of a student to complete an online course would be greatly influenced by the reason that

they are taking the course. A student who needs to upgrade to get a post-secondary place, or has to complete a

pre-requisite before moving on will likely be more motivated than a student who is taking the course because

they failed it the first time around and it is a required course. Unfortunately, in addition to differences in

student motivation, the nature of online classes does allow for easier disengagement than face to face lessons

do, and therefore students are significantly less likely to complete the course (Ya Ni, 2013). Ya Ni (2013)

suggest that future research could look at the suitability of various courses to online learning as it may be the

case that theoretical vs. practical subjects might be better suited. Further, when designing an online course,

whatever the curriculum covered, Ya Ni (2013) suggested considering the issues that may affect student

persistence in an online learning environment.

In contrast to the concerns regarding increased attrition in online learning environments it has been

proposed that online learning environment may be less intimidating and more supportive by allowing students

to work at their own pace and confer with one another without fear of being judged (Perry & Pilati, 2011, Ya

Ni, 2013). This may mean that students affected by social issues my actually benefit from greater success in

online learning environments.

b) The teachers

In a 2010 Survey carried out by the BCTF looking into the working conditions of distributed learning

teachers it was found that of the 149 respondents 60% were female. Additionally, 61.4&% of the respondents

have taught for 15+ years. This suggests that experienced female teachers are the majority in distributed

learning. Saunderson (2005) shares a worrying view that though numbers of women professionally achieving in

all other areas of science are increasing, in technology womens achievements have actually regressed. Though
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it may not be the case for those new to teaching, it is possible that those 15 years into their careers may lack the

skills required to use technology to its full potential when compared to males.

In a meta analysis the significance of the role of the teacher in online learning was supported by findings

showing that online learning had a significant advantage over face to face learning only when a blended

learning approach was taken, but not when learning occurred solely online (Means, Toyama, Murphy & Baki,

2013). This would suggest that either the existence of some student-teacher contact allowed greater student

success or that when learning was purely online it was missing key components that may have allowed it to

compete with face to face delivery. It was suggested by Means et. al. (2013) that these factors might include

additional learning time, educational resources, or increased opportunities for interaction amongst the students.

It may also be the case issues with administrator time and support with the course work may also play a role

(Muilenburg & Berge, 2005).

c) Sense of community

As stated previously, distributed learning could be a very lonely way to complete a course. Perry and Pilati

(2011) make reference to the importance of a sense of community in the success of online learning. They note

that attrition rates are 10 20 % higher in online courses and that of those who report lower satisfaction with

their online course, 71% cite a lack of community as one of the main contributing factors. Further support for

the importance of interaction comes from reports that while students who do participate fully in online

communities do not necessarily experience the greatest success, those who fail in online learning tended to have

minimal communication with other learners (Ya Ni, 2013). Further, in Muilenburg and Berges (2005) meta-

analysis on perceived barriers to online learning lack of social interaction was identified as the most important

barrier to success. This would suggest that fostering a sense of community would be a key part of successfully

teaching online, and that a willingness of students to participate in such communities a key part of student

success.
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d) Teaching online vs. teaching online well

Currently there is competition happening between private DL schools and public DL schools in the province

of BC, and the private sector is winning out for several reasons. Perhaps the most significant is that tuition is

largely covered by public funds and remaining money owed is kept minimal by hiring non-certified teachers

and outsourcing resource development. This means that the courses are taken at no cost to the learner (Kuehn,

2013). The knock-on effect to this competition and lack of cooperation within distributed learning is that the

public DL schools do not have the resources to produce high quality online programs that take advantage of the

educational tools available for online learning, and private schools who have the funding are unwilling to share

or even sell on resources (Kuehn, 2013). It is entirely possible, however, that the political slant of the BCTF

may have resulted in biased conclusions in this research review.

In an article considering the effectiveness on online teaching Muilenburn and Berge (2005) are quick to

point out that just like classroom teaching, if online teaching is to be effective it must be well planned and

reflective. Regardless of the venue, good teaching is about more than just delivering the required curriculum.

Knowledge of who you are teaching is essential. Some students may require additional support while others

need to be challenged. All should be challenged to reflect on existing knowledge and then develop it further.

Success criterion should be made clear, and formative feedback supplied in a timely fashion to ensure that all

students are working towards improving on their previous knowledge. Teachers should constantly reflect on

what they are teaching, and how and why they are teaching it to ensure that content is continually delivered in a

way that students cannot just access it but actually enjoy the process.

Taking all of the above into account it seems that a constant theme in the literature on online learning

environments is that it is essential that technology use is not limited to delivering and submitting assignments.

It is also clear that it has to move beyond curriculum related software and tools. It needs to be used to create a

sense of community so that students feel supported by both their teachers and one another. This returns me to
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my research question which is what strategies and structures can teachers and schools use in distributed learning

to increase student motivation and engagement?

Research Method

a) Description:

The successful establishment of an online community requires a very conscientious effort on the part of the

teacher. Many of the attributes that could be attributed to a teacher well suited on online teaching would

inevitably lead to the creation of such a learning community. Further, the students must be open to becoming

involved in an online learning community if it is to achieve its goal of increasing student success. For this

reason I will gather qualitative data on the suitability of students for online learning, and the extent to which

teachers pedagogies make them well suited to online teaching. I will then use quantitative data to look for a

correlation between the teachers approach to online teaching and the students success.

b) Participants:

Students signed up for distributed learning with various district distributed learning centers (e.g. Surrey

Connect, Summit, Lochiel, DeltaAccess) and independent distributed learning centers (e.g. The Learning

Academy) will be asked to participate in a study that looks at online learning experiences with the permission

of their education providers. Only those students completing courses online will be included. Blended learning

students will not be considered. These students will then complete online suitability questionnaires (Appendix

1) prior to beginning their classes. As the purpose of the research is to consider what teachers and facilitators

can do to improve students success, students who are not well suited to online learning will not be included.

Adapting online learning to suit all types of learners is an area that could be considered for future research but is

beyond the scope of this paper and would confound the results. Of those students who are classified as suitable

for online learning, prior school records will be retrieved to serve as a baseline. In this way a student who gets a
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C grade in an online course who would have been expected to get a C grade can be fairly classified as a success

while one who would have been expected to get an A grade may not be classified as such.

Once the students have been selected for inclusion in the study teachers of those students will be recruited to

participate. As the online relationship between the teacher and the student is essential, any students who cannot

be linked to a teacher will be excluded from the study. Information and evidence for each teacher will be

gathered though discussion with the teacher and the teachers supervisors, in addition where parent/student

surveys or other artifacts are available they too may contribute. Each teacher will be evaluated by at least two

evaluators and inter-observer reliability will be used to ensure that each teacher is classified accordingly. The

criteria used are shown in Appendix 2.

Ethical issues to be considered include informed consent. If it were alluded to that the quality of teaching

and the quality of the resulting online community were under inspection it is likely that normal behaviours

might change to appear more desirable thus biasing results. The wording would need to be carefully chosen.

Further, in order to protect both students and teachers from potential harm rules of confidentiality would need to

be applied so that no names were associated with students grades or with teachers groupings.

c) Instruments or Materials:

LearnNowBC had two online suitability tests that students can take to ensure that online learning is right for

them. One of the tests assesses technical skills, while the other assesses learning attributes and work habits. As

these tests are unavailable at this time a similar test from the province of Ontario has been used and are attached

as Appendix 1.

The teachers will be evaluated using the guidelines taken from the Southern Regional Education Boards

(2003) Essential Principals of High quality online teaching though some adaption might be required to make it

relevant to teaching in Canada. This has been attached as Appendix 2. Criteria include knowledge of

curriculum, student assessment and instruction and professional interactions are all assessed and evidence for
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meeting each criterion can be gathered from a variety of sources. Teachers will be ranked on a scale of 0 to 10

with regards to how high the quality of their online teaching is, according to the criterion. This will then be

plotted against their students value added (have the just achieved expected percentage, 5 percent over, 10

percent over etc.) in order to calculate a correlation co-efficient

d) Procedure:

This study will be carried out entirely in a natural setting. The student assessment is online and learning

will occur as normal with interactions between teachers and students being monitored to ensure that teacher

performance is consistent with previous classification and that it is consistent across the term. Teachers will be

observed and assessed during the term prior to the study commencing, supervisors and other parties providing

evidence and input will do so prior to the beginning of courses. Teams of 2 will carry out observations to

ensure inter-observer reliability, hopefully 3 teams of 2 will be available. Further evidence may also be

gathered to support classification as the teaching term progresses.

e) Research Design and Analysis

For ethical reasons this research cannot be conducted as a true experiment, it would be unethical to choose

to place students in a class with teachers who were deemed to be of lower quality. For this reason naturally

occurring groupings must be used whereby the school district and students are solely responsible for which

teacher a student ends up with. Because no variable is being deliberately manipulated no causal relationship

can be claimed. While our hypothesis may be directional (i.e. students of teachers who deemed to be high

quality get better results) the opposite could also be true. Students who tend to achieve better are more highly

motivated to engage in learning and develop learning relationships, and the teacher is simply responding to the

students initiative. As previously stated, the tools used to gather information about the students and teachers

are attached as appendices, and though student selection is based on only this document teacher assessments can

be treated as ongoing.
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Schedule of Activity

Start Time Task End Time

Mid October Approach distributed learning centers, introduce study. Meet with Early November

2015 teachers of courses. Find out when student lists are available. 2015

Mid Begin observations and evidence gathering for the teachers criteria, when End of

November student list available email students the suitability test for completion by December 2015

2015 mid- December. Select students and confirm teachers who will be used.

January Gather baseline data on the students so that degree of success at end of End of January

term can be assessed. Use previous years results to make predictions for

expected final grades, check with teachers. Monitor online interaction

between teacher and students.

February Mid-term result will be available, continue to monitor online interaction March

and structure, strategies used in teaching.

End of March Term ends, final grades collected and compared to predictions. Ensure April

that evidence still supports teacher groupings, otherwise discount results.

Data analysis.
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Discussion

There does not seem to be a shortage of literature that gives ideas regarding what make an online teacher

a good or even great online teacher. It is clear that many of the same practices that apply to classroom

teaching also apply online. Further, contrary to the idea of teaching from a distance, the development of a

relationship with the class of online students seems key to their success. Technology can be used to do this in a

number of ways to support both the students and the teacher. For example, discussion forums between the

students would provide access to continuous help from one another. Teacher participation in such forums

would be the icing on the cake. Systems such as Blackboard Learn and Moodle help support the community

feel and discussion groups between online teachers would provide great opportunities to share resources and

ideas about what works and what doesnt, which software is worth investing in and which isnt.

However, all of the research in support of the ideas about structure and systems in online learning is not

going to make any difference if moves are not made to implement policy that will ensure that online teaching is

help up to a standard whereby the teachers are not simply setting reading and questions from the textbook, but

actually getting involved with the students they teach to ensure that real learning is happening.
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References

Kuehn, Larry Ed.D. (2013). Distributed learning enrollment in BC private schools grows rapidly and

funding for private DL schools is boosted. Retrieved from http://www.bctf.ca/publications.aspx?id=5630

Kuehn, Larry Ed.D. (2010). Distributed learning 2010 Survey: DL Working Conditions. Distributed

Learning Action Research Project. Retrieved from http://bctf.ca/publications

LearnNowBC (2013) Teachers working with students. Retrieved from

http://learnnowbc.ca/educators/learntoteachonline/helpwithDL.aspx

OntarioLearn.com (2012) Are you ready for online learning? Retrieved from

http://www.ontariolearn.com/en/?option=com_k2&view=item&id=3569

Means, B., Toyama, Y., Murphy, R., Baki, M. (2013) The effectiveness of online and blended learning:

a meta-analysis of the empirical literature. Teachers college record v115 030303 (March 2013) pp 1-47 Lin Y.

Muilenburg & Zane L. Berge (2005) Student barriers to online learning: A factor analytic study,

Distance Education, 26:1, 29-48, DOI: 10.1080/01587910500081269

Perry, Edward H. & Pilati, Michelle L. (2011). Online Learning. New Directions for Teaching and

Learning. No. 128 Winter 2011 pp 95-104

Saunders, Jo (2005). Gender and Technology in Education: A Research Review. In C. Skelton, B.

Francis, & L. Smulyan (Eds.) Handbook of Gender in Education. Sage Publications, London, 2006

Southern Regional Education Board (2003). Essential Principles of High Quality Online Teaching:

Guidelines for Evaluating K-12 Online Teachers. Retrieved from

http://info.sreb.org/programs/EdTech/pubs/PDF/Essential_Principles.pdf

Ya Ni, Anna (2013). Comparing the effectiveness of classroom and online learning: Teaching research

methods. Journal of Public Affairs Education V. 19 No. 2. (Spring 2013) pp 199-215.

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Appendices

Appendix 1

Are you ready for Online Learning?

Review your readiness for online learning. Find out if online learning is "right" for you, assess your computer skills and check to
see if you have the necessary equipment/software. The questions are intended to help you determine if online learning is a good
match for you.

Is Online Learning Right for You? Yes No

I am a skilled reader who is at ease with written instructions and
lessons.
I am a self-directed learner, with the initiative to visit a course site
regularly.
I am comfortable participating in discussions in writing.
I can continue learning independently while waiting for feedback on
assignments.
I am organized and able to meet deadlines.
I enjoy working in a computerized environment.
I have 5 to 12 hours weekly that I can devote to an online course.

If you answered YES to most of these questions, it is a good sign that you
have the learner characteristics that are necessary to succeed in an online
course.
If you answered NO to most of these questions, it is possible that taking an
online course may require that you make some adjustments in order to be
successful. Read on to review some of the issues that may be of concern and
strategies you can implement to ensure your are a successful online learner.

Possible Areas of Concern Strategies for Success

1. Time Management
Students taking courses online
can sometimes end up neglecting
their studies because of personal
or professional circumstances,
unless they have a compelling
reason to take the course.
Make sure you are aware of the time
commitment that will be required on your
part. Set aside time each week to work on
your studies. In many cases this may
require a time commitment of 5-12 hours
per week per course (depending on the
nature of the course).
At the very beginning of your course review
all start-up documents such as the course
outline, the course schedule, and any
welcome announcements from the
instructor.

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2. Self-Discipline
Online courses give students
greater freedom to schedule their
learning, but more self-discipline
is required.
3. Reading / Writing Skills
Online courses require you to
work from written directions
without face-to-face interaction.
4. Learning Independently
Some students prefer the
independence of online learning
while others find it uncomfortable.
5. Computer Skills
Confidence in your computer skills
15
Do not assume that taking a course online
is easier than taking the same course in a
traditional classroom. Follow the course
schedule to ensure that you are on
track. Most OntarioLearn courses have
assignment deadlines for this reason. Do
not expect that you can submit all of your
assignments within the last week and be
successful.
Strong reading/writing skills are very
important to achieve success through online
learning. However, equally important is
your commitment, and effort. In
circumstances in which you are unsure, you
can post questions within your course
discussion areas to your instructor and
fellow classmates. Interaction is a key to
success.
If you have a question...do not wait. Contact
your instructor when you encounter any
problems understanding the course content
or structure.
Find study partners. Sometimes students
feel that they are missing important
interaction and feedback from their peers
when they study online. Identify an
individual or small group of people to study
with.
Be aware that feedback on assignments/
projects is not always immediate.
Review the "Assess Your Computer Skills"
section on this site. Don't let the novelty of
computers be a barrier to achieving your
educational goals. Consider taking a
computer course as a start or get a friend to
show you the basics.
Keep in mind that there will be a learning
curve when it comes to learning new
skills. Your effort and commitment can
make the difference.
Always remember that help is available
from your instructor or the Embanet
Technical Support Team. Embanet is the
Technical Service Provider for
OntarioLearn. They are available 24 hours
a day, 7 days a week to assist learners with
any technical issues.
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Assess Your Computer Skills Yes No

I can perform the following computer tasks:
Turn my computer on, off, reboot and comfortably use a mouse.
Create folders on the desk and organize files.
Find lost files on my hard drive.
Create a new word processing document.
Open, spell check and save a word processing document.
Save files to the desk.
I can perform or am aware of the following Internet related skills:
Use a URL (Universal Resource Locater) or web address.
Download and install programs or plugins.
Send and receive email.
Attach a file to an outgoing email message.

Possible Areas of Concern Strategies for Success

1. Sending and Receiving Email
Face to face interactions that you would
normally enjoy in a traditional
classroom-based course are replaced
by email, discussion boards and
chats. You will definitely use email in an
online course.
Consider taking a computer course
as a start or get a friend to show you
the basics.
Sign up for a free email account
through Hotmail, Gmail or
Yahoo. Practice sending and
receiving emails.

Depending on the platform system being

used, you may be assigned an email
account that is accessed within your
course or you may be required to use
your personal email account.

Email may be used to submit your

assignments, ask questions and keep in
touch with your instructor and
classmates.
2. File Management
File management skills will come into
play each time you create or save a file;
when you need to download a file; or
send an email attachment.
Always remember that help is
available from your instructor or the
Embanet Technical Support Team.
EmbanetCompass is the Technical
Service Provider for
OntarioLearn. They are available 24
hours a day, 7 days a week to assist
learners with any technical issues.
Consider taking a computer course
as a start or get a friend to show you
the basics.
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3. Word Processing MS Word is the most common word

You may be required to word process
your assignments for submission (i.e.,
essays, projects, reports). Basic word
processing skills will be necessary in
these instances.
4. Web Browsers/Internet
You will be accessing your course via
the internet. You may be required to
search and locate sites that are relevant
to your studies.
processing software used. Other
programs can be used but must be
converted to .doc or .rtf (rich text
format) for instructors to be able to
access.
Consider taking a computer course
as a start or get a friend to show you
the basics.
Always remember that help is
available from your instructor.

Assess Your Equipment/Software Yes No

I have frequent access to a computer and to the internet.
I currently have an email address.
I have an up-to-date web browser such as Internet Explorer, Mozilla
Firefox, Chrome or Safari on my computer.
I have a current word processing program on my computer that can
save files in Rich Text Format (rtf).
My Internet access is via a 56K modem or better.
I have a computer with a video card capable of 1024 X 768
resolution and 32-bit colour (or more).

Item Minimum Requirement

Computer You will need regular access to a computer with an Internet

connection and web access for the duration of your course. Any PC
capable of running Windows XP, Vista or 7, or any Mac capable of
running OSX 10.5 (Leopard), 10.6 (Snow Leopard) or 10.7 (Lion)
should be sufficient.
Internet Access: You must access and use your own internet connection to access
to your online course(s). High speed connections are
recommended for the ideal learning experience. For the patient
learner, a dial-up connection will work, but may be impractical for
courses which require the transfer of very large files.
Web Browser: A graphical browser such as Internet Explorer (version 8.0 or
higher), Mozilla Firefox (version 3.6 or higher) or Google Chrome
(latest version) is required. In some instances, it may be necessary
for some users to upgrade their web browser programs. Technical
assistance is available.
Email: Depending on the platform system being used, you may be
assigned an email account that is accessed within the course or
you may be required to use your personal email account.
Software: Many courses require word processing software such as Microsoft
Word 2007 or later, or an equivalent program such as OpenOffice.
Adobe Reader and Java are also widely used. Individual courses
may have additional technical and/or software requirements.
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Appendix 2
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