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State	
  of	
  the	
  Na*on	
  Study:	
  K-­‐12	
  Online	
  
Learning	
  in	
  Canada	
  
Michael	
  K.	
  Barbour	
  
Sacred	
  Heart	
  University	
  
	
  
Randy	
  LaBonte	
  
Canadian	
  eLearning	
  Network	
  (CANeLearn)	
  
	
  
State of the Nation:
K–12 Online Learning in Canada
®
Written by
Michael K. Barbour,
Wayne State University
Canadian eLearning Network
http://CANeLearn.net
Canadian eLearning Network
•  CANeLearn	
  is	
  a	
  pan-­‐Canadian	
  network	
  of	
  K12	
  
online	
  and	
  blended	
  learning	
  schools	
  and	
  
organiza=ons	
  
•  Focus	
  is	
  on	
  sharing	
  resources,	
  PD,	
  research	
  
•  Intent	
  is	
  to	
  leverage	
  collec=ve	
  to	
  promote	
  
online	
  and	
  blended	
  learning	
  opportuni=es	
  
•  hFp://CANeLearn.net	
  
Mission
	
  	
  CANeLearn's	
  mission	
  is	
  to	
  provide	
  
leadership	
  that	
  champions	
  student	
  
success	
  in	
  online	
  and	
  blended	
  
learning	
  and	
  provides	
  members	
  with	
  
networking,	
  collabora=on,	
  and	
  
research	
  opportuni=es.	
  	
  
	
  
http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/
BIT 2015 - State of the Nation: K-12 Online Learning in Canada
Methodology	
  
Na=onal	
  Overview	
  -­‐	
  Ac=vity	
  
Na=onal	
  Overview	
  -­‐	
  Ac=vity	
  
Province/Territory # of K-12
students
# enroled in
distance
education
Percent involvement
NL 67,436 884 1.3%
NS 122,643 ~2,720 2.2%
PE 20,131 108 0.5%
NB 101,079 2615 2.6%
QC 1,307,026 ~70,5000 5.4%
ON 2,015,411 78,095 3.9%
MB 200,807 ~12,000 6.0%
SK 172,205 ~10,000
1
5.8%
AB 616,375 ~75,000 12.2%
BC 635,057 77,912 12.3%
YT 5,122 182 3.5%
NT 8,204 228 2.8%
NU 9,728 33 <0.1%
Federal 106,500 ~1,800 0.1%
Total 5,387,724 332,077 6.2%
!
Na=onal	
  Overview	
  -­‐	
  Ac=vity	
  
Na=onal	
  Overview	
  -­‐	
  Ac=vity	
  
1.  The	
  Saskatchewan	
  Ministry	
  of	
  Educa=on	
  
provided	
  the	
  figure	
  of	
  2,611	
  students.	
  
However,	
  based	
  on	
  previous	
  edi=ons	
  of	
  this	
  
study,	
  the	
  Ministry	
  figure	
  oTen	
  represents	
  
between	
  30%-­‐35%	
  of	
  the	
  total.	
  
Na=onal	
  Overview	
  -­‐	
  Ac=vity	
  
•  26%	
  response	
  rate	
  in	
  2011	
  
•  14%	
  response	
  rate	
  in	
  2012	
  
•  21%	
  response	
  rate	
  in	
  2013	
  	
  
Na=onal	
  Overview	
  -­‐	
  Regula=ons	
  
1.  Legisla=ve	
  language	
  to	
  specifically	
  govern	
  DE	
  
•  NS,	
  BC	
  
2.  Policy	
  handbooks	
  outlining	
  regula=on	
  to	
  
par=cipate	
  in	
  DE	
  
•  NB,	
  ON,	
  MB	
  
3.  Individual	
  agreements	
  with	
  DE	
  programs	
  
•  PE,	
  ON,	
  BC,	
  YK,	
  NT,	
  NV,	
  Federal	
  (some)	
  
4.  None	
  
•  NL,	
  QC,	
  SK	
  
Trends	
  
1.  K–12	
  distance	
  educa=on/elearning	
  con=nues	
  to	
  
grow	
  each	
  year.	
  
2.  BeFer	
  data	
  collec=on	
  is	
  needed	
  to	
  be	
  able	
  to	
  
understand	
  the	
  exact	
  level	
  of	
  K–12	
  distance	
  
educa=on.	
  
3.  Blended	
  learning	
  is	
  pervasive,	
  but	
  oTen	
  not	
  
recognized	
  as	
  blended	
  learning.	
  
4.  Unions	
  are	
  cau=ously	
  suppor=ve	
  
5.  Few	
  research	
  efforts,	
  limited	
  research	
  support,	
  but	
  
more	
  research	
  is	
  required	
  to	
  beFer	
  guide	
  policy	
  
makers.	
  
Trends	
  -­‐	
  Growth	
  
Trends	
  –	
  BeFer	
  Data	
  
Province/Territory # of K-12
students
# enroled in
distance
education
Percent involvement
NL 67,436 884 1.3%
NS 122,643 ~2,720 2.2%
PE 20,131 108 0.5%
NB 101,079 2615 2.6%
QC 1,307,026 ~70,5000 5.4%
ON 2,015,411 78,095 3.9%
MB 200,807 ~12,000 6.0%
SK 172,205 ~10,000
1
5.8%
AB 616,375 ~75,000 12.2%
BC 635,057 77,912 12.3%
YT 5,122 182 3.5%
NT 8,204 228 2.8%
NU 9,728 33 <0.1%
Federal 106,500 ~1,800 0.1%
Total 5,387,724 332,077 6.2%
!
Trends	
  –	
  BeFer	
  Data	
  
1.  The	
  Saskatchewan	
  Ministry	
  of	
  Educa=on	
  
provided	
  the	
  figure	
  of	
  2,611	
  students.	
  
However,	
  based	
  on	
  previous	
  edi=ons	
  of	
  this	
  
study,	
  the	
  Ministry	
  figure	
  oTen	
  represents	
  
between	
  30%-­‐35%	
  of	
  the	
  total.	
  
Trends	
  –	
  BeFer	
  Data	
  
•  26%	
  response	
  rate	
  in	
  2011	
  
•  14%	
  response	
  rate	
  in	
  2012	
  
•  21%	
  response	
  rate	
  in	
  2013	
  	
  
Trends	
  –	
  Blended	
  Learning	
  
•  more	
  than	
  a	
  third	
  of	
  the	
  enrollments	
  in	
  the	
  New	
  
Brunswick	
  provincial	
  learning	
  management	
  system	
  are	
  
from	
  classroom	
  teachers	
  and	
  students	
  using	
  the	
  content	
  
in	
  a	
  blended	
  fashion	
  
•  while	
  the	
  Learn	
  program	
  in	
  Quebec	
  serves	
  approximately	
  
5300	
  students	
  engaged	
  in	
  its	
  distance	
  educa=on	
  
programs,	
  it	
  has	
  more	
  than	
  150,000	
  enrollments	
  from	
  
classroom	
  teachers	
  and	
  students	
  using	
  asynchronous	
  
course	
  content	
  
•  Bri=sh	
  Columbia’s	
  Navigate	
  Program	
  in	
  the	
  Courtenay/
Comox	
  school	
  district	
  received	
  iNACOL’s	
  2014	
  Innova=ve	
  
Prac=ce	
  of	
  the	
  year	
  award	
  
Trends	
  –	
  Suppor=ve	
  Unions	
  
•  NLTA	
  partnered	
  with	
  the	
  CDLI	
  to	
  create	
  a	
  Virtual	
  Teachers	
  
Centre	
  to	
  use	
  the	
  infrastructure	
  and	
  exper=se	
  of	
  the	
  K-­‐12	
  
online	
  learning	
  program	
  to	
  deliver	
  online	
  professional	
  
development	
  
•  several	
  teacher	
  unions	
  have	
  invested	
  in	
  research	
  into	
  how	
  
teaching	
  at	
  a	
  distance	
  differs	
  from	
  teaching	
  in	
  the	
  classroom,	
  
and	
  what	
  impact	
  that	
  has	
  on	
  the	
  workload	
  and	
  quality	
  of	
  life	
  
of	
  their	
  members	
  who	
  teach	
  at	
  a	
  distance	
  (e.g.,	
  ATA	
  &	
  BCTF)	
  
•  NSTU	
  has	
  11	
  provisions	
  related	
  to	
  distance	
  educa=on	
  in	
  its	
  
contract	
  that	
  focus	
  on	
  teacher	
  cer=fica=on,	
  workload	
  issues,	
  
defini=on	
  of	
  a	
  school	
  day	
  for	
  DE,	
  school-­‐based	
  supervision	
  
and	
  administra=on	
  of	
  DE	
  students,	
  DE	
  class	
  size,	
  professional	
  
development,	
  and	
  governance	
  of	
  DE	
  programs	
  
Trends	
  –	
  More	
  Research	
  
•  beyond	
  a	
  small	
  number	
  of	
  descrip=ve	
  and/or	
  
overview	
  pieces,	
  there	
  is	
  very	
  liFle	
  research	
  
•  BCTF	
  -­‐	
  an	
  effort	
  to	
  understand	
  what	
  K-­‐12	
  
distance,	
  online	
  and	
  blended	
  learning	
  mean	
  for	
  its	
  
members	
  and	
  the	
  nature	
  of	
  their	
  work	
  life	
  
•  MUN	
  	
  -­‐	
  two	
  federally	
  funded	
  ini=a=ves:	
  
1.  the	
  Centre	
  for	
  TeleLearning	
  and	
  Rural	
  Educa=on	
  	
  
2.  the	
  Killick	
  Centre	
  for	
  E-­‐Learning	
  Research	
  
http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/
Your	
  
Ques=ons	
  
and	
  
Comments	
  
Contact Information
•  Randy	
  LaBonte	
  
– Chief	
  Execu=ve	
  Officer	
  
– rlabonte@canelearn.net	
  
	
  	
  
hJp://CANeLearn.net	
  	
  
	
  
 Director	
  of	
  Doctoral	
  Studies	
  
Sacred	
  Heart	
  University,	
  USA	
  
mkbarbour@gmail.com	
  
hFp://www.michaelbarbour.com	
  
	
  

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BIT 2015 - State of the Nation: K-12 Online Learning in Canada

  • 1. State  of  the  Na*on  Study:  K-­‐12  Online   Learning  in  Canada   Michael  K.  Barbour   Sacred  Heart  University     Randy  LaBonte   Canadian  eLearning  Network  (CANeLearn)    
  • 2. State of the Nation: K–12 Online Learning in Canada ® Written by Michael K. Barbour, Wayne State University
  • 4. Canadian eLearning Network •  CANeLearn  is  a  pan-­‐Canadian  network  of  K12   online  and  blended  learning  schools  and   organiza=ons   •  Focus  is  on  sharing  resources,  PD,  research   •  Intent  is  to  leverage  collec=ve  to  promote   online  and  blended  learning  opportuni=es   •  hFp://CANeLearn.net  
  • 5. Mission    CANeLearn's  mission  is  to  provide   leadership  that  champions  student   success  in  online  and  blended   learning  and  provides  members  with   networking,  collabora=on,  and   research  opportuni=es.      
  • 10. Na=onal  Overview  -­‐  Ac=vity   Province/Territory # of K-12 students # enroled in distance education Percent involvement NL 67,436 884 1.3% NS 122,643 ~2,720 2.2% PE 20,131 108 0.5% NB 101,079 2615 2.6% QC 1,307,026 ~70,5000 5.4% ON 2,015,411 78,095 3.9% MB 200,807 ~12,000 6.0% SK 172,205 ~10,000 1 5.8% AB 616,375 ~75,000 12.2% BC 635,057 77,912 12.3% YT 5,122 182 3.5% NT 8,204 228 2.8% NU 9,728 33 <0.1% Federal 106,500 ~1,800 0.1% Total 5,387,724 332,077 6.2% !
  • 12. Na=onal  Overview  -­‐  Ac=vity   1.  The  Saskatchewan  Ministry  of  Educa=on   provided  the  figure  of  2,611  students.   However,  based  on  previous  edi=ons  of  this   study,  the  Ministry  figure  oTen  represents   between  30%-­‐35%  of  the  total.  
  • 13. Na=onal  Overview  -­‐  Ac=vity   •  26%  response  rate  in  2011   •  14%  response  rate  in  2012   •  21%  response  rate  in  2013    
  • 14. Na=onal  Overview  -­‐  Regula=ons   1.  Legisla=ve  language  to  specifically  govern  DE   •  NS,  BC   2.  Policy  handbooks  outlining  regula=on  to   par=cipate  in  DE   •  NB,  ON,  MB   3.  Individual  agreements  with  DE  programs   •  PE,  ON,  BC,  YK,  NT,  NV,  Federal  (some)   4.  None   •  NL,  QC,  SK  
  • 15. Trends   1.  K–12  distance  educa=on/elearning  con=nues  to   grow  each  year.   2.  BeFer  data  collec=on  is  needed  to  be  able  to   understand  the  exact  level  of  K–12  distance   educa=on.   3.  Blended  learning  is  pervasive,  but  oTen  not   recognized  as  blended  learning.   4.  Unions  are  cau=ously  suppor=ve   5.  Few  research  efforts,  limited  research  support,  but   more  research  is  required  to  beFer  guide  policy   makers.  
  • 17. Trends  –  BeFer  Data   Province/Territory # of K-12 students # enroled in distance education Percent involvement NL 67,436 884 1.3% NS 122,643 ~2,720 2.2% PE 20,131 108 0.5% NB 101,079 2615 2.6% QC 1,307,026 ~70,5000 5.4% ON 2,015,411 78,095 3.9% MB 200,807 ~12,000 6.0% SK 172,205 ~10,000 1 5.8% AB 616,375 ~75,000 12.2% BC 635,057 77,912 12.3% YT 5,122 182 3.5% NT 8,204 228 2.8% NU 9,728 33 <0.1% Federal 106,500 ~1,800 0.1% Total 5,387,724 332,077 6.2% !
  • 18. Trends  –  BeFer  Data   1.  The  Saskatchewan  Ministry  of  Educa=on   provided  the  figure  of  2,611  students.   However,  based  on  previous  edi=ons  of  this   study,  the  Ministry  figure  oTen  represents   between  30%-­‐35%  of  the  total.  
  • 19. Trends  –  BeFer  Data   •  26%  response  rate  in  2011   •  14%  response  rate  in  2012   •  21%  response  rate  in  2013    
  • 20. Trends  –  Blended  Learning   •  more  than  a  third  of  the  enrollments  in  the  New   Brunswick  provincial  learning  management  system  are   from  classroom  teachers  and  students  using  the  content   in  a  blended  fashion   •  while  the  Learn  program  in  Quebec  serves  approximately   5300  students  engaged  in  its  distance  educa=on   programs,  it  has  more  than  150,000  enrollments  from   classroom  teachers  and  students  using  asynchronous   course  content   •  Bri=sh  Columbia’s  Navigate  Program  in  the  Courtenay/ Comox  school  district  received  iNACOL’s  2014  Innova=ve   Prac=ce  of  the  year  award  
  • 21. Trends  –  Suppor=ve  Unions   •  NLTA  partnered  with  the  CDLI  to  create  a  Virtual  Teachers   Centre  to  use  the  infrastructure  and  exper=se  of  the  K-­‐12   online  learning  program  to  deliver  online  professional   development   •  several  teacher  unions  have  invested  in  research  into  how   teaching  at  a  distance  differs  from  teaching  in  the  classroom,   and  what  impact  that  has  on  the  workload  and  quality  of  life   of  their  members  who  teach  at  a  distance  (e.g.,  ATA  &  BCTF)   •  NSTU  has  11  provisions  related  to  distance  educa=on  in  its   contract  that  focus  on  teacher  cer=fica=on,  workload  issues,   defini=on  of  a  school  day  for  DE,  school-­‐based  supervision   and  administra=on  of  DE  students,  DE  class  size,  professional   development,  and  governance  of  DE  programs  
  • 22. Trends  –  More  Research   •  beyond  a  small  number  of  descrip=ve  and/or   overview  pieces,  there  is  very  liFle  research   •  BCTF  -­‐  an  effort  to  understand  what  K-­‐12   distance,  online  and  blended  learning  mean  for  its   members  and  the  nature  of  their  work  life   •  MUN    -­‐  two  federally  funded  ini=a=ves:   1.  the  Centre  for  TeleLearning  and  Rural  Educa=on     2.  the  Killick  Centre  for  E-­‐Learning  Research  
  • 24. Your   Ques=ons   and   Comments  
  • 25. Contact Information •  Randy  LaBonte   – Chief  Execu=ve  Officer   – rlabonte@canelearn.net       hJp://CANeLearn.net      
  • 26.  Director  of  Doctoral  Studies   Sacred  Heart  University,  USA   mkbarbour@gmail.com   hFp://www.michaelbarbour.com