Barbour, M. K., & Siko, J. (2012, April). A case study examining the perspectives of an at-risk, rural student enrolled in virtual schooling. A paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC. A large population of virtual schooling students are defined as “at-risk.” However, there is little research that focuses on the experiences of these students. This case study, based on interviews and video observations of an at-risk, rural student enrolled in an online course, brings light to some of these experiences. The student was good at prioritizing, often took the path of least resistance to achieve the minimum level of expectations, and demonstrated waning productivity during class. The student was also able to clearly express his thoughts on what was needed to succeed in an online course. As more rural students have to learn online, it is important to better understand how to design, deliver and support virtual schooling.

1. Virtual Schooling Through
the Eyes of an At-Risk
Student: A Case Study
Michael K. Barbour
Assistant Professor
Wayne State University

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
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

5. Purpose of the Study
The purpose of the overall 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.
1. What is the experience of an at-risk high school
student in a supplemental online learning program?

6. Data Collection
• 2 of 4 scheduled interviews
• observation of students in the school
• observation of students’ asynchronous
and synchronous learning environments
• 4 surveys

7. Kevin
• at-risk student
– low socio-economic status; from a single parent family; an older sibling
who dropped out of school; the student had changed schools two or
more times; had average grades of “C” or lower from sixth to eighth
grade; and has repeated a grade
• Grade 12 student enrolled in an online fine
arts course
– had previously completed an earlier online fine arts course
• “If at first you don’t succeed, give no
evidence that you tried.”

8. Trends
• Kevin was good at prioritizing his attention according to
the daily situation
• Kevin took the path of least effort to solving problems
and doing assignments
• Kevin’s productivity waned as the hour progressed
• Kevin was sometimes limited by the technology he had
at home
• Kevin had strong opinions about the types of courses
and the types of students that could be successful in an
online environment

9. Implications for Practice
• the design and delivery of the
online instruction did not motivate
•
• at-risk students often come from
poorer households and may not
have the necessary resources to
provide the level of technology
needed for a student to work on
asynchronous material anywhere
but at the school
• many of Kevin’s learning habits
were developed prior to his
enrollment in an online course

10. Implications for Research
• case study as an example of a larger
population
• focus on the support systems and
how they help or fail to help students;
if the students are utilizing those
supports, and if they are not, what
are the reasons for their failure to
use those supports
• examine how to identify at-risk
student behavior in order to help
students ASAP
• explore the effects of programs that
provide students supported online
learning opportunities in earlier
grades

11. Your
Questions
and
Comments

12. Assistant Professor
Wayne State University, USA
mkbarbour@gmail.com
http://www.michaelbarbour.com