meeting the needs of diverse students engaging in...

Meeting the Needs of Diverse Students Engaging in e-Learning

INTERIM REPORT

Submitted to:

eCampusAlberta

Authors:

Rena Shimoni, Ph.D. Gail Barrington, Ph.D.

Contact: Rena Shimoni, Ph.D.

Dean of the Office of Applied Research and Innovation Telephone: 403-410-1435; Fax: 403-441-1479 Email: [email protected]

Date: August 31, 2010

mailto:[email protected]

Office of Applied Research and Innovation

Interim Report: Meeting the Needs of Diverse Students Engaging in e-Learning, August 31, 2010 Page ii of 65

Acknowledgements

I wish to acknowledge the following individuals and their organizations for their generous support and guidance of the project by serving on the Steering Committee:

Dale Unrau, AET Tricia Donovan, eCampusAlberta Alice McNair, Red Deer College Bev Moghrabi, Portage College Bruce Belbin, NAIT Glenn Mitchell, Northern Lakes College Jesal Odedra, eCampusAlberta Lynda Duval, Lethbridge College Lynn Connell, Bow Valley College Pamela Young, NorQuest College Pat Bidart, Olds College Russ Wilde, Bow Valley College The support of eCampusAlberta is gratefully acknowledged, in particular Tricia Donovan and Jesal Odedra for their input and guidance, and to Joanna Bossert for designing the student survey logo.

Without the support of the Anna Kae Todd, VP Learning at Bow Valley College, and VP Student Support, Deborah Achen, this project would not have been able to achieve its goals. Thank you both.

The Office of Applied Research and Innovation at Bow Valley College has been responsible for the implementation of the study. The excellent work of the research team is much appreciated. Thank you to: Agnes (Scottie) Ray Aggie Legaspi Andy Benoit Barb Henning Brenda Christians Joyce Gallinger June Smith Karen Fiege Lisa Thompson-Dobo Lynn Connell Megan Cohoe-Kenney Monetta Bailey Natalia Rostova Navpreet Kaur Russ Wilde Vicky Chio

A special thanks goes to Dr. Gail Barrington who contributed her extensive knowledge and experience in evaluation and applied research to guiding the research process in this study.

I would also like to thank all those who participated in the study including students, front-line staff, administrators, members of community organizations, and government officials, all of whom so willingly and enthusiastically contributed their views to this study.

Finally, we acknowledge our funding partner, eCampusAlberta, without whose support this project would not have been possible*.

Rena Shimoni, Ph.D., Project Director and Dean, Office of Applied Research and Innovation,

Bow Valley College, Calgary, Alberta *This project was funded by eCampusAlberta Learner Support Services Fund


Interim Report: Meeting the Needs of Diverse Students Engaging in e-Learning, August 31, 2010 Page iii of 65

Table of Contents

Acknowledgements ....................................................................................................................................... ii Table of Contents ......................................................................................................................................... iii Executive Summary ....................................................................................................................................... 1 Background ................................................................................................................................................... 4 Project Overview ........................................................................................................................................... 5 Methodology and Research Activities .......................................................................................................... 6 Findings ....................................................................................................................................................... 18 Conclusions and Recommendations ........................................................................................................... 34 Appendices .................................................................................................................................................. 39 Appendix 1: Data Collection Matrix ............................................................................................................ 40 Appendix 2: Data Collection Tools .............................................................................................................. 43

List of Tables Table 1: Summary of Participation in Data Collection Activities—Planned and Actual ............................. 14 Table 2: Student Survey Participation by College ....................................................................................... 15 Table 3: Student Participation in Focus Groups .......................................................................................... 15 Table 4: Front-line Staff Interviews ............................................................................................................. 15 Table 5: College Administrator Interview Participants ............................................................................... 16 Table 6: Diverse Learners by Sub-group and Institution ............................................................................. 18 Table 7: Number of students with a disability ............................................................................................ 19 Table 8: Nature of disability ........................................................................................................................ 19 Table 9: What are students saying about disability services? .................................................................... 19 Table 10: Number of Rural students ........................................................................................................... 22 Table 11: Number of First Nations, Métis, Inuit students .......................................................................... 27 Table 12: What are Aboriginal students saying? ........................................................................................ 27 Table 13: Number of English as a Second Language (ESL) students ........................................................... 30 Table 14: What are students saying about ESL services? ........................................................................... 30 Table 15: Learning Needs of Diverse Online Students ................................................................................ 34 Table 16: College Service Provision for Diverse Online Students ............................................................... 36 Table 17: Conclusions and Recommendations for Year 1 .......................................................................... 37


Interim Report: Meeting the Needs of Diverse Students Engaging in e-Learning, August 31, 2010 Page 1 of 65

Executive Summary

Introduction

The purpose of Phase I of this project was to assess the needs and develop recommendations for the provision of quality delivery of online learning to diverse students. This project was funded by eCampusAlberta and led by Bow Valley College in partnership with Red Deer College, Portage College, Olds College, Northern Lakes College, NAIT, Lethbridge College and the Ministry of Advanced Education and Technology. The project was guided by a Steering Committee comprising representatives from the partner colleges. “Meeting the Needs of Diverse Students Engaging in e-Learning” is closely related to another research study conducted by Bow Valley College and the above partners: “Successful Practices in Supporting Students in Distributed Learning” (funded by Alberta Advanced Education and Technology). These projects are informed by a single Steering Committee and also largely encompass the same data sources. Phase II of this project will focus on the policies that are required in order to implement best practices in on line delivery for all students, including students who have faced barriers to successful participation in on line learning.

Methodology

The literature review conducted to inform the Successful Practices project produced a list of ten criteria for successful practices and had a particular focus on ways to mitigate or reduce barriers, and study tools incorporated these criteria. The following data collection activities were conducted:

Online student survey, involving 942 students;

Student Focus Group, involving 5 students;

Frontline Staff Interviews, involving 36 staff;

College Administrator Interviews, involving 42 college personnel;

Community Organization Interviews, involving 9 organizations;

Government Officials Interviews, involving 4 provincial government personnel; and

A policy document review.

Overall participation in the study was nearly four times the rate planned, and was particularly noticeable in the student survey where over six times the anticipated response rate was obtained. This excellent participation underlines the timeliness of this research topic. Student respondents were examined overall and by identified sub-groups, including:

Rural students;

English as a Second Language students;

Aboriginal students; and

Students with disabilities or mental health issues.

Findings

Rural Students. A significant number of students, 32%, identified themselves as rural students. Most of their concerns reflected the same needs as those identified by other sub-groups. Key barriers included the lack of access to technology and stable internet connections, accessing transportation and local supports, and a lack of funding to support their role as online, part-time, and asynchronous learners. Identified learning needs included:

Access to technology (internet, computers), current software and help desk support

Access to communication services (video-conferencing) and better connectivity (band width)

Curricular supports (online orientation, learning options, library support)



Ways to address sense of isolation through more instructor and peer support and face-to-face interaction such as video conferencing

Additional community-based supports, resources and access points

Additional financial assistance for part time and online learning

ESL Students. 15% of students identified themselves as English as a second language (ESL) students. Those who had accessed college ESL services were moderately satisfied although widespread variation in the quality of services received was noted. The most significant need identified was for plain language and universal design in the delivery of courses and the services provided by colleges and community organizations. Identified learning needs included:

Additional curricular supports such as more optional learning materials, use of online dictionaries, increased vocabulary development, and use of plain language and universal design principles

Use of self-assessment language tools

More opportunities for oral interaction, thus blended approaches are more appropriate

Clearer navigation of college websites and use of plain language to do so

Aboriginal Students. Only 9% of students identified themselves as First Nations, Metis or Inuit, and of these, only one quarter had accessed the Aboriginal Centre at their college. Many of the barriers they identified also applied to their rural rather than their cultural status although respondents did suggest that an online learning environment may not be conducive to the personal interaction and face to face communication valued in Aboriginal culture. Identified learning needs included:

Use of verbal and face-to-face interaction, Skype, Adobe Connect and other blended and/or synchronous approaches for course delivery

Address cultural and learning style preferences and incorporate cultural instruction methods

Address the sense of isolation through use of a cohort or supportive peer group

Use of local instructors to support online instruction

Instructor training to increase awareness of Aboriginal learning styles and student needs

Students with disabilities. Only a small number of students, or 6%, indicated having a disability. The most common disability reported was a learning disability, followed in decreasing order by mental health concerns and physical disabilities. Only half of respondents with disabilities reported accessing support services for their disability. A high variation in college practices accommodating the needs of this group was noted. Identified learning needs included:

Need for supportive services online and/or by telephone

Assessment of learning needs and opportunities for early self-disclosure

Expansion of adaptive technologies to support use at home

Clearer navigation of college websites to increase awareness of current services

Use of universal design principles for course design and delivery

More flexibility in course timelines

More one-on-one tutoring

Address sense of isolation through class collaboration and peer support

Instructor training in specialized skills

Increased instructor awareness of available services

Conclusions and Recommendations

Based on the information gathered from the study, three service areas were identified where best practices needed to be developed:



1. Student access

Availability and response time

Accessibility

Sequencing of services

Compatibility of software

Equipment advice and support 2. Course delivery

Effective instruction

Student interaction

Use of universal design principles

Use of local resources 3. Staff training

Developing knowledgeable staff for the online environment

Broadening staff members’ perspective about distributed and diverse student needs

Conclusions and Recommendations for Year 1

Conclusion Recommendation

1. While examples of best practices do exist, they are generally not widespread, and student satisfaction regarding their implementation was at best tentative.

It is recommended that postsecondary institutions in Alberta assess, plan, and implement best practices for distributed learning, keeping in mind the specific needs of diverse sub-groups.

2. What is good for diverse students is good for all students.

It is recommended that the application of universal design principles be explored to determine its utility for all learners and those with diverse learning needs in terms of the teaching and learning environment, instructional materials and student support services.

3. The instructor is the face of the institution for distributed learners.

It is recommended that postsecondary institutions allocate adequate time and resources to develop and deliver a collaborative and creative approach to online instructor training, sharing materials, methods, and processes, ensuring that instructors are made aware of the needs of diverse learners.

4. Community agencies are a huge untapped resource that should be a gateway for distributed learners.

It is recommended that more college-community partnerships need to be expanded, developed and promoted in order to better support those colleges and communities that serve all students but especially diverse student populations.

5. Few Aboriginal students were represented in the study and even fewer had accessed Aboriginal services at their college.

It is recommended that further investigation is warranted to more clearly identify the distributed learning needs of Aboriginal students.

Next Steps

The partner colleges have recommended that Phase II of this study should focus on an identification of policies that are needed to ensure that post-secondary institutions offering distributed learning opportunities can truly be “bi-modal” and provide the same high standards of service and support to all learners. It is suggested that the following conclusions and recommendations be used to guide this development process.



Background

The Alberta Public Colleges and Technical Institutes have offered alternative delivery options for students for many years. However, the advent of eCampusAlberta and growing student demand has drawn unprecedented numbers of students to alternative delivery programs, particularly for programs delivered online via the internet. The need to support these learners introduces a significant challenge to the traditional business practices of our institutions. A recent review of the learner support services across eCampusAlberta member institutes revealed that while each institution was doing its best to support these learners, many challenges exist. For example, the identification of students with disabilities, expectations of levels of service, and managing costs with partner institutions were identified as key issues.

To date, there is very little documentation of the utilization of eCampusAlberta courses and programs by groups who are traditionally underrepresented in post-secondary education. This would include Aboriginal students, students with physical or mental disabilities, new Canadians for whom English is a second language, and students who have faced barriers to education due to social and economic conditions (those who would qualify for AEI funding). While the needs of these students may not differ significantly from the general population of students, it is vitally important to ensure that new knowledge relating to student support services identifies these needs and the recommendations address these needs as part of the continuum of services to online learners. In an effort to address this gap, Bow Valley College led the development of a proposal to eCampusAlberta in collaboration with NorQuest College, Northern Lakes College, Olds College, Portage College, and Red Deer College. (Lethbridge College and NAIT also joined at a later date). In this project, Bow Valley College and the partners committed to ensuring that the key objectives of eCampusAlberta would be addressed; namely:

Access: eCampusAlberta strives to improve the Alberta post-secondary education system’s ability to increase access for people who are not traditionally well served by the system. The outcomes of this project will result in better accessibility and support for online learners who are members of diversity groups (as defined by United Way – visible minorities, Aboriginal learners, immigrants, persons with physical and mental disabilities, and students from economically or socially disadvantaged groups). The study should result in improved access for all students in Alberta.

Awareness: The outcomes of this project will increase the awareness of Albertans regarding the potential and ability of eCampusAlberta to serve diverse students.

Capacity: By enhancing the ability of eCampusAlberta member institutions to attract and retain diverse learners, the project will contribute to increasing the capacity of the post-secondary system.

Collaboration: This project provides guidelines for the required inter- and intra-college collaboration that will result in stronger support for diverse students, and address the needs identified in the Learner Support Services Report (November 2008) for collaboration and better communication within and between post-secondary institutions.

Quality: This project has focused on the quality of access and support mechanisms for diverse students so that they can participate in the quality educational programs that are provided by eCampusAlberta.



Project Overview

Project Goal

The goal of this project is to enhance the accessibility, awareness, capacity and quality of support for diverse learners engaged in programs and courses offered through eCampusAlberta, through enabling efficiencies, improvements, and system solutions for learner support that will benefit the entire population of online learners. A knowledge sharing/dissemination plan will be developed to ensure that the findings are shared within and between institutions, as appropriate. Based on interim findings, a plan for the pilot implementation of some solutions to identified problems will be developed and pilot sites would be selected for implementation and evaluation.

Key Research Questions

The provision of support services for diverse students requires an understanding of the several interrelated factors. The key questions addressed by the project therefore were focused on:

1. The Students

What is the current participation of diverse students in e-campus programs and courses?

What barriers currently prevent participation?

What successes or promising practices exist that have demonstrated effective support?

2. College Services

What inter- and intra-institutional changes are required to provide required services to diverse e-learners?

What are the successes and promising practices relating to support of diverse learners?

What are the “best practices behind the best practices” (i.e. internal and cross-college communication systems; organizational structures, staffing policies and procedures, student-related policies, collaborative practices between institutions) that lead to quality support for diverse students?

3. Government Policies and Procedures

What areas intersect between non-college decision-makers (e.g. AEI, Aboriginal funders, etc) that affect student participation in eCampusAlberta?

What are the barriers to the participation of diverse learners?

What would reduce these barriers?



Methodology and Research Activities

1. Study Design

This section describes the development and design of this research project, including the identification of partners, development of a Steering Committee, conduct of a literature review, design of a conceptual framework, data collection methods and tools, ethics review, and study limitations and strengths.

1.1 Study Partners

Terms of reference were developed to identify study partners and foster partnership and collaboration regarding the study process and to enhance adoption of study findings. Study partners in this project were all members of the Steering Committee which was established to guide research activities. The role of the Steering Committee members was to provide support and advice on the project to ensure that it met the project objectives. The role included activities such as: ensuring the project scope aligned with agreed requirements; understanding and representing interest of College stakeholders; liaising with key personnel in respective organizations to promote collaboration and information-sharing; giving advice and guidance on issues relating to the project; engaging in Knowledge Transfer activities; and actively participating in meetings through attendance, discussion, and reviewing minutes/other project documents.

The Steering Committee consisted of representatives from: Alberta Advanced Education and Technology, Bow Valley College, Lethbridge College, Northern Alberta Institute of Technology (NAIT), NorQuest College, Northern Lakes College, Olds College, Portage College, and Red Deer College. The names and titles of Steering Committee members are listed in the Acknowledgements section of this report.

“Meeting the Needs of Diverse Students Engaging in e-Learning” is closely related to another research study conducted by Bow Valley College, “Successful Practices in Supporting Students in Distributed Learning” (funded by Alberta Advanced Education and Technology). These projects are informed by a single Steering Committee and also largely encompass the same data sources. Thus, the two projects, while unique in a number of ways, are integrated. Both projects look at existing successful practices in distributed learning as well as barriers to implementing successful practices. Additionally, both studies consider the kinds of changes required to provide necessary services/institute successful practices for distributed learners as well as look at the changes to practices and policies required to support distributed learners. Finally, both studies focus on not only the intra-college changes required to implement successful practices but also focus on inter-college collaboration and information-sharing and the intersections between government, colleges, and other organizations and how these intersections reduce barriers learners face in distributed learning. What is unique about the focus of this study is the emphasis on the needs of diverse learners in a distributed learning environment, while the other study looks at the policy context that supports distributed learning in general.

1.2 Literature Review

One of the first tasks of the project was to arrive at a conceptual framework and shared understanding of a best practice in relation to the needs of diverse learners in a distributed learning context. A literature review was conducted to inform the research. In the first place, this project utilized the information gleaned from the study funded by eCampusAlberta that is currently being conducted by NorQuest College: Accessibility to eCampus for Persons with Disabilities: Systemic Challenges & Proposed Solutions.

Then peer-reviewed journals and books became important sources for the literature review. Supplemental materials and resources were also obtained from the Internet. The online information was



largely generated by searching the following databases: EBSCO Host (Academic Search Complete, Academic Search Elite); ERIC (Education Resources Information Center); ET/IT/Lib Digital Library; Google Scholar & Google Books; and other Internet resources. Key search words for this internet search include: Distributed learning / environment; Alternative learning / delivery; Diverse students / learners; Student / Learner Support; e-Learning; Innovation; Best practice.

After an extensive review of the literature, it became evident that many promising or successful practices were developed in response to identified barriers to learners’ access to service and academic success. In collaboration with the Steering Committee, a definition of a successful practice for distributed learning was developed which incorporated both the field-based experience of the Steering Committee and current knowledge from the literature. It was determined that any practice that reduced or eliminated barriers to learners’ access to services and academic success would be considered a “best, successful or promising practice.”

Further, while most of the current research considered the online provision of services as an essential component of best practice, this study included other delivery modes provided that they were available to students at a distance and at times that were convenient to them. Thus such delivery mechanisms as blended approaches, video- and teleconferencing and itinerant trainers were also included in our definition of distributed learning.

A list of 10 criteria for successful practices was developed, based on the literature, with a particular focus on practices shown to mitigate or reduce barriers.1 It should be noted that, for purposes of this study, the term “student” rather than “learner” was employed because only registrants of an e-campus course were accessed for their views.

Criteria for Successful Practices:

1. The admissions and registration processes are well-organized and easy to follow.

2. Students can access comprehensive initial assessment, academic advising, and orientation.

3. Financial aid and financial services information are provided to students on the institution’s

website.

4. Students can access adequate support on how to use and troubleshoot technology.

5. Students can access adequate academic and/or tutorial support services, including services such

as learning strategies and help with writing.

6. Students can access bookstore services and relevant bookstore information.

7. Students can access library services and relevant library information.

8. Students can access adequate support services for mental, physical and learning disabilities.

9. Students can access adequate career counselling and relevant career services.

10. Students can access adequate personal counselling and relevant counselling services.

The literature review, which informed the successful practices criteria above, is provided under separate

cover. This literature review will be updated on a regular basis and it is planned that the information will

be made available online.

1 In conjunction with recommendations from the Steering Committee, academic advising was added to the criteria (2).

Additionally, academic support services expanded to include tutorials and learning strategies (5).



The above successful practices were used as the framework for the “Successful Practices in Supporting Students in Distributed Learning” project. However, they also provided the starting point for the “Meeting the Needs of Diverse Students Engaging in eLearning” project. Particularly, Successful Practice #8: Students can access adequate support services for mental, physical and learning disabilities, was expanded upon to include other diverse students such as Aboriginal students, New Canadians for whom English is a second language, students who face barriers to education due to social and economic concerns, and rural students. For the purpose of this paper, the terms “diverse students” refers to those students who are under-represented in traditional forms of education, and may require additional supports to be successful.

1.3 Conceptual Framework

In order to develop a comprehensive research design, an analysis of the project’s assumptions was conducted2 that addressed:

a) The organizational inputs or how the overall project organized activities so that the intended outputs would be developed;

b) The project implementation process or how the project activities were organized;

c) The outputs of project implementation processes or the anticipated results or evidence that would be produced demonstrated that implementation activities had occurred; and

d) The project outcomes or how project activities produced the desired results in the short-term. Intermediate-term and long-term outcomes were also projected to ensure that the overall project was designed with longer term benefits in mind although they were beyond the scope of the study.

A logic model was developed to reflect this conceptualization and it was vetted by the Steering Committee and revised accordingly. A copy of the final project logic model is provided on the following page.

2 Rossi, Peter H, Howard E. Freeman & Mark W. Lipsey. Evaluation: A Systematic Approach. 7

th edition. Thousand Oaks: Sage.

(2004).



1.1 ECampus Alberta project funding

1.2 Background literature & gov’t policies

1.3 Participating institutions & partners

1.4 Diverse learners 1.5 Steering

Committee 1.6 Project staff 1.7 Evaluation plan

5.1 Improved learning support services & mechanisms are offered in participating institutions

5.2 There is increased awareness of the needs & services required by diverse learners in participating institutions

4.1 Diverse learners experience improved access in pilot sites

4.2 Diverse learners have their learning experiences supported

4.3 Project products are shared with stakeholders

4.4 Successful project strategies are disseminated

2.1 Document participation rates of diverse on-line learners

2.2 Identify barriers to participation

2.3 Identify promising practices & organizational supports

2.4 Develop guidelines, resources & strategies for learner support

2.5 Pilot learning support strategies

2.6 Evaluate success of strategies

3.1 Participation rates & needs of diverse learners are described

3.2 Barriers to participation are determined

3.3 Promising practices & supports are determined

3.4 Guidelines, resources, standards & strategies are produced

3.5 Strategies are piloted

3.6 The success of project strategies is determined

6.1 Alberta’s e-learning services for diverse learners are enhanced

6.2 Collaboration among Alberta institutions re: services for diverse learners is increased

6.3 Alberta’s system capacity is increased as more diverse learners participate

Meeting the Needs of Diverse Learners Engaged in E-learning: Project Logic Model

Process Outcomes

1.0 Admin Supports, Inputs, & Enablers

2.0 Project Activities 3.0 Outputs/ Evidence of

Activities

4.0 Short-Term Outcomes (August

2011)

5.0 Intermediate- Term Outcomes

(2014)

6.0 Long-Term Outcomes

(2016 onward)



Using the logic model as a guide, a Data Collection Matrix (DCM) was designed to guide research activities. It linked logic model topics with the related research, and identified, research methods, and data sources. This cross-referenced tool was designed to keep the research focused and manageable so that the most pertinent information would be collected. A copy of the DCM is provided in Appendix 1.

1.4 Data Collection Methods and Tools

As collaboration between this project and “Successful Practices in Supporting Students in Distributed Learning” was seen to enrich the findings of both, while each project had its own logic model and DCM, the data collection tools were designed in large part with integrated questions from both studies as most of the target populations were the same.

Students were considered as both an overall group and by identified sub-groups of diverse learners, including:

Aboriginal students

Students with disabilities or mental health issues

New Canadians for whom English is a second language

Students who face barriers to education due to social and economic conditions

Rural students

All data collection activities were designed to accomplish the following:

To collect examples of successful alternative delivery programs with a focus on student support services;

To collect examples of successful community partnerships that result in support for alternative learners;

To collect related Human Resources, Academic, and Registrar and Student Support Units’ policies, procedures and guidelines; and

Through the interviews with key stakeholders, to gain deeper understanding of policies, procedures and practices.

Tool development was grounded in the extensive and on-going literature review and the use of the 10 identified criteria for successful practices in distributed learning.

A brief description of the research methods and tools used in this study follows. Copies of these tools are provided in Appendix 2. Note that questions which are relevant to this study are designated with the appropriate DCM number, preceded by the letter “D” to distinguish them from questions of relevance to the other project (designated by the letter “S”).

a. An online student survey

The survey was designed using the DCM as a reference tool and addressed the ten services in the literature review. It included check boxes, rating scales, and open-ended responses. The draft survey was reviewed by a variety of researchers, members of the Steering Committee and revised accordingly. The revised survey was then piloted with a number of Bow Valley College students, and further revisions occurred.



Once the survey was finalized, an online version was prepared using Fluid Survey3. The link for the online student survey was then distributed to via email to the Learning Management System (LMS) representatives at each of the partner colleges. The LMS representatives posted the survey in three ways: 1) emailed the link and logo, or text, to students; 2) posted the link and logo, or text, to the login page of their LMS; or 3) posted the link and logo, or text, to the announcements page of the LMS. The survey was also posted to the homepage of the eCampusAlberta website. The survey was live for six weeks, and following closing the survey, the data was downloaded for analysis.

b. Student interviews

Participants for the student interviews were recruited through the student survey. At the end of the survey, participants could select yes or no to the question, “Would you like to have a personal interview or be part of a focus group (group meeting)?” Students who indicated “yes” were prompted to provide their name and email address and those students were sent an email invitation to participate. Students who indicated they were interested in participating in an interview provided the dates they were available. In addition, students who were invited to participate in focus groups associated with the other study but who could not attend at the proposed times were contacted and invited to participate in a personal interview instead. Questions for the student interview were designed using the DCM as a reference.

c. Front-line staff focus groups

Questions for front-line staff focus groups were created using the DCM. The target group included representatives from college services provided for the groups of diverse learners identified above. Participants were identified by Steering Committee members or through a snowball technique. The identified staff members were invited to participate via email.

The focus groups were facilitated through Adobe Connect4, a web-based interactive communication tool that has microphone and instant-messenger capabilities. Both the microphone function and chat function were used in the focus groups. The focus groups were facilitated by two researchers who had been trained by Bow Valley College Teaching and Learning Centre (TLC) staff with expertise in Adobe Connect software. A TLC staff member also provided technical support in each of the focus groups. In situations where there was a perceived conflict of interest, interviews were conducted by the study’s research director. In one instance, participants were unable to attend a focus group and so were interviewed in person by the researchers using the focus group protocol.

d. Front-line staff interviews

Questions for front-line staff were created using the DCM. The target group included representatives from each of the best practice service areas identified in the literature review from each partner college. Steering Committee members identified and provided contact information for appropriate participants. Using a snowball technique, additional representatives were identified by college administrators and other front-line staff. The identified staff members were invited to participate via email. Respondents participated in telephone interviews and the interviews were recorded using a digital recording device.

3 See http://fluidsurveys.com/

4 See http://www.adobe.com/products/acrobatconnectpro

http://fluidsurveys.com/

http://www.adobe.com/products/acrobatconnectpro



A Bow Valley College Student Services staff member was trained to conduct the interviews. In situations where there was a perceived conflict of interest, interviews were conducted by the study’s research director.

e. Senior administrator interviews

Questions for college administrators were created using the DCM. The target group included senior administrators, deans, and directors. Steering Committee members identified and provided contact information for approximately five college administrators from their institution. Interviews were coordinated to coincide with a site visit conducted by a relevant director from Bow Valley College. In situations where there was a perceived conflict of interest, interviews were conducted by the study’s research director. If an on-site interview was not feasible, a follow-up telephone interview was conducted. All interviews were recorded using a digital recording device.

f. Community organization interviews

Questions for representatives from community organizations were created using the DCM. The target group included representatives from Community Adult Learning Centres (CALCs) of Alberta. CALC representatives were sent an email invitation to participate, but response was limited. As a result of the limited response, members of the Innovative Communities Connecting & Networking (iCCAN) were invited to participate as well. Respondents participated in telephone interviews conducted by a Bow Valley College administrator who transcribed the information directly into a Word document.

g. Government official interview

Questions for government officials were created using the DCM as a guide. The target group included representatives from relevant Government of Alberta departments (Alberta Advanced Education and Technology and Alberta Employment and Immigration). Steering Committee members identified and provided contact information for suggested participants. The identified government officials were invited to participate via email. Respondents participated in telephone interviews conducted by a Bow Valley College administrator who transcribed the information directly into a Word document.

1.5 Ethics Review

It was decided in the initial Steering Committee meeting (August 2009) that one of the partner colleges would conduct a review of the ethics, on behalf of all colleges. With two exceptions (two partner colleges wished to conduct an independent Ethics Review through their own Ethics Review Boards), all Steering Committee members agreed that Red Deer College would assume responsibility for conducting the Ethics Review. Red Deer College’s Ethics Review Board approved the project, with only minor changes to be made. Additional ethics applications from partner colleges approved the project as well, again with minor changes suggested, and changes were made accordingly.

1.6 Study Limitations and Strengths

Some of the challenges and limitations of the research process included the following:

The online survey software selected for the study was FluidSurvey. As a Canadian company, this choice solved some issues related to privacy. However, the software is fairly new and resulted in some loss of potential data. For two of 11 branching questions and their sub-questions (Use of Help Desk and Use of Career Services) some data is less reliable because respondents were able to answer questions even if they ticked No they had not used the service;



Despite extensive editing of the student survey, due to human error, one response category for the question on age group was omitted (age 35-44) from the final version of the survey. As a result, some demographic information was not available for analysis;

Adobe Connect was selected as appropriate online software for study focus groups. While the technology was excellent when it worked, the researchers and participants experienced a number of connectivity and hardware issues during the focus groups, including computer issues, microphone failures, and headset problems; and despite orientation and back-up support, some respondents did not have the experience-level required to participate successfully;

Interview taping issues resulted from using an institutional telephone system rather than an individual phone. It was found that the right equipment was not available and despite repeated requests to purchase the right equipment, the large purchasing system could not respond quickly enough. The solution was to tape focus groups and interviews from a speaker phone. This resulted in poor quality recordings as did the use of a tape recorder pen and tablet which led to scratching noises as interviewer took notes. Some data was lost due to poor quality sound;

Finding appropriate study participants for the front line staff interviews was particularly difficult. A snowball method was used but it required extensive effort to identify appropriate candidates, about one in six possible names resulted in an interview or focus group participant.

There were also some particular strengths associated with the conduct of this research. They included:

Extensive involvement of the Steering Committee, who provided input into study design, instrument design, and report preparation to ensure appropriateness, relevance and clarity; their support for data collection was significant and all partner colleges participated in the interview process;

Adherence to the Code of Conduct of the Canadian Evaluation Society, to the use of accepted research and evaluation methods for all data collection and analysis activities, and adherence to privacy and confidentiality requirements and maintenance of data security;

Data collected by Bow Valley staff with appropriate experience to relate to specific target groups; thus a senior administrator interviewed senior administrators, a front-line staff member interviewed front-line staff, a new graduate with students, etc. This capacity-building approach also ensured that study participants were comfortable exchanging knowledge with their peers;

The research team involved a total of 13 individuals who contributed an outstanding effort that went beyond expectations in order to complete study activities.

Team work and flexibility was demonstrated to solve problems as they emerged. Examples include:

o As the CALCs responded in a limited way to an invitation to participate, the target group was broadened to access another appropriate group, the ICANs (Innovative Communities Connecting & Networking—adult learning societies, further education councils, literacy groups, volunteer services, FCSS, libraries);

o Hardware issues resulted in staff doing interviews when focus groups failed; hence more student interviews were conducted than initially anticipated; two staff from Aboriginal Centre at BVC interviewed in person as a focus group failed to capture them;



o As not all eCampusAlberta sites were eligible for the student survey, the decision was made to invite seven more colleges to participate. The ethics requirements at each college were confirmed and then the Vice President, Academic of BVC invited the additional colleges to participate. About 177 undesignated students accessed the survey as a result;

o The study research director who was an independent consultant conducted any interviews where BVC staff encountered a conflict of interest; and

Extensive experience of lead project staff in studies of a similar scope and nature; and

Strong project management skills enhanced the ability of the study team to complete their work successfully.

2. Data Collection Activities

Data collection activities for this study are summarized in Table 1.

Table 1: Summary of Participation in Data Collection Activities—Planned and Actual

Data Collection Tool #

Participants Planned

# Participants Completed

% of Planned

Student Survey 150 942 628%

Student Interviews 5 34 680%

Student Focus Groups 8 5 63%

Front-line Staff Interviews 43 36 84%

Staff Focus Groups 20 21 105%

College Administrator Interviews

48 42 88%

Government Personnel Interviews

5 4 80%

CALC/IICAN Interviews 3 9 300%

Total 282 1093 388% It can be seen that uptake on study activities was very strong and in a number of cases exceeded expectations. Overall, far more students participated in the online survey than had been anticipated providing a rich data set for the study. Interviews and focus groups were also very successful so that, overall, study response was nearly four times what was originally planned, underlining the timeliness of this research topic.



Table 2 summarizes overall student survey participation by college.

Table 2: Student Survey Participation by College

Institution n

BVC 178

Lethbridge 52

NAIT 262

NorQuest College 60

Northern Lakes College 2

Olds College 14

Portage College 98

Red Deer College 100

Other 176

Total 942 Table 3 summarizes student focus group participation by college.

Table 3: Student Participation in Focus Groups

Institution n

NorQuest College 2

Red Deer College 1

BVC 1

NAIT 1

Total 5 Table 4 summarizes front-line staff participation by college. They represented a wide variety of departments, including admissions and registration, learner support, technical services, financial services, and counselling.

Table 4: Front-line Staff Interviews

Institution n

Bow Valley College 12

Lethbridge College 7

NAIT 2

NorQuest College 2


Olds College 3

Portage College 2

Red Deer College 3

Total 36



Table 5 summarizes the number of senior college administrators interviewed by college.

Table 5: College Administrator Interview Participants

Institution n

Bow Valley College 6

Lethbridge College 5

NAIT 5

NorQuest College 6


Olds College 4

Portage College 7

Red Deer College 3

Lakeland College 4

Total 42 The interviews conducted with community organizations included representatives from Bashaw, Drumheller, Edmonton, Hanna, Kneehill, Lethbridge, Wainwright, and Wetaskawin. In particular, the following organizations were represented:

Wainwright & District Council for Adult Lifelong Learning

Community Learning Council for Wetaskiwin & Area

Hanna Learning Centre

Community Learning Network Office, Edmonton

Lethbridge Public Library

Bashaw Adult Learning Council

Kneehill Adult Learning Society

Drumheller & District Further Education Council & Drumheller Literacy Project

3. Data Analysis

3.1 Quantitative Analysis

The responses from the student survey were downloaded and analyzed using traditional analysis techniques for descriptive statistics. An emergent analysis framework was developed to look at services from the perspective of:

Availability;

Participation/use;

Ease/difficulty; and

Utility.

Information was organized by college and sub-group according to the general topics in the DCM. Frequencies and percentages were calculated and items that employed a four-point scale were analyzed for means and standard deviations. In some cases, cross-tab analysis was also conducted. Open-ended



items were analysed through the development of emergent categories and the information was coded, sorted and summarized in an Excel spreadsheet.

3.2 Qualitative Analysis

Traditional qualitative methods were used to analyze the qualitative data from interviews and focus groups. The taped material was transcribed into Word documents and was coded for themes based in a preliminary way on relevant questions in the DCM. Sub-themes were identified as appropriate. The coded comments were then transferred into Excel spreadsheets which were organized by research question and participant group. The information was sorted by frequency of response and key themes and was summarized as needed. Care was taken to review outlier comments as well. Representative quotes were selected for inclusion in the report. As appropriate, when best practices were identified, they were flagged for further consideration and possible inclusion in the resource kit.

3.3 Data Summary

A comprehensive data summary was compiled that included all analyzed and summarized data by DCM research question. In this way it was possible to triangulate the study findings. The research team reviewed the data summary and completed the following:

Ensured that the summarized data was compared with their observations from the field;

Developed draft study conclusions;

Analyzed the best practice data according to set criteria;

Assessed data collected for cross college applicability; and

Prepared draft study recommendations

The finalized information was then summarized and can be found in the remainder of this report.



Findings

The following sections present the findings from the student survey and stakeholder interviews related to the needs of diverse online students.

a) Diverse students overall

Based on survey data overall, it was possible to determine the distribution of the various diverse learner sub-groups by institution.

Table 6: Diverse Learners by Sub-group and Institution

(N=942)

Institution Students with

Disabilities ESL Students Aboriginal Students Rural students

n % n % n % n %

Bow Valley College 14 30.4 54 46.6 8 11.8 50 20.8

Lethbridge College 3 6.5 1 0.9 9 13.2 20 8.3

NAIT 9 19.6 46 39.7 10 14.7 44 18.3

NorQuest College 2 4.3 6 5.2 9 13.2 21 8.8

Northern Lakes College 0 0.0 0 0.0 0 0.0 2 0.8

Olds College 2 4.3 1 0.9 0 0.0 4 1.7

Portage College 7 15.2 3 2.6 28 41.2 63 26.3

Red Deer College 9 19.6 5 4.3 4 5.9 36 15.0

Total 46 100.0 116 100.0 68 100.0 240 100.0

Sub-group representation at participating colleges tended to be fairly limited. Exceptions included the larger proportion of ESL students and students with disabilities at Bow Valley College, the large proportion of ESL students among NAIT respondents, and the high proportion of Aboriginal and rural students at Portage College. Overall, 32%of the student respondents identified themselves as rural learners, 15% were ESL students, 9% were Aboriginal, and 6% experienced some type of disability. Based on the low number of Aboriginal students and those with a disability, it would seem as though few students from these populations engage in online learning. However the representation of rural and ESL students was more robust.

After the data collection phase a few adjustments were made to the presentation of the findings. First, student interviews did not yield information that was specifically related to any of the diverse groups, therefore, no data on the student interviews will be presented in these findings. Second, as there was similarity in the responses provided by staff focus groups, frontline staff and senior administrators, the data for these three groups will be presented in one category labelled as “college personnel”. Responses provided by community organizations and government officials will be presented in separate categories as they presented some unique considerations. Finally due to the lack of data obtained on meeting the needs of “students who face barriers to education due to social and economic conditions”, responses for this group have been combined with the data on other diverse groups in the findings. Study findings are presented for students with disabilities, rural students, Aboriginal students, and ESL students.



b) Students with disabilities

What students said:

Students indicated if they had a disability and identified what type of disability it was. Table 7: Number of students with a disability

(N=942)

Identification of disability n Yes No

Do you have a physical disability, learning disability, or mental health challenge?

761 46 (6%) 715 (94%)

Table 8: Nature of disability (N=942)

In the student survey, 6% (46) of students indicated having a disability (n=761); of these, 18% indicated having a physical disability; 42% reported having a learning disability; 24% reported having mental health concerns, and 16% chose not to disclose their disability category. Of those who indicated having a disability, just over half, (51%, n=23) reported that they accessed support services for their disability.

The table below shows student responses to questions about their level of satisfaction with the disability support services they receive.

Table 9: What are students saying about disability services? (N=942)

Students with disabilities- assessment of disability services

n Mean

Stro

ngl

y D

isag

ree

Dis

agre

e

Agr

ee

Stro

ngl

y A

gree

SD

My learning needs were tested before I started my online course

20 3.0 15% 5% 50% 30% 1

Disability counsellors are available when I need them

20 3.4 5% 5% 35% 55% 0.8

Exam accommodation, such as extra time, is available when I need it

20 3.5 5% 0% 35% 60% 0.8

I am given some flexibility on course timelines

20 2.8 10% 30% 30% 30% 1.0

I can access one-on-one tutoring when I need it

19 3.0 11% 16% 37% 37% 1.0

Please select the general nature of your disability:

n %

Physical disability 8 17.8

Learning disability 19 42.2

Mental health challenge 11 24.4

Prefer not to disclose 7 15.6

Total 45 100.0



Note: To clarify the method of reporting survey findings, the four categories on the survey (where 1=Strongly Disagree and 4=Strongly Agree) are reported in percentages of total responses for that item. Thus the “n” reported in the table indicates how many students responded to a particular item while the “N” in the title of the table reminds us of how many students responded to the overall survey. The mean provides us with the numerical average of all response in the four categories and so, for example, if every respondent Strongly Agreed with the statement, the mean response would be 4.0. The standard deviation (SD) gives an indication of the dispersion of responses from the mean. The SD can be reported up to a maximum of 1.0 so a narrow range of responses would be a fairly low number (e.g., 0.2) while a wide variation in responses would be a relatively high number (e.g., 0.8).

What college personnel said:

College personnel identified a number of supports that are available to online students with disabilities. These supports are especially needed for this group as it was pointed out by one respondent that this population requires structure in their course delivery, while online courses by nature lack the level of structure that is present in face to face courses. For this reason, most college personnel indicated the presence of a disability support office or coordinator to provide additional assistance to students with disabilities.

If their needs are (great)... and the person identifies themselves as having a disability, we have our disability services office... That office would pursue greater supports like maybe they need some kind of adaptive equipment or something like an auditory devise that would support the student. They would do what they could from a distance and support the student from that office.

Other strategies used by colleges to overcome the lack of structure in online classes and to accommodate for students with disabilities include the use of adaptive or assistive technology, accommodations with course work and writing exams, and the incorporation of universal design principles in course delivery. The importance of instructors’ skills and abilities in integrating these principles and accommodations into course design and delivery was highlighted.

Providing adaptive technology or assisted technology was a commonly mentioned support available for students with disabilities. However, staff acknowledged a challenge that is encountered when using this strategy is that some online students may not have access to the necessary adaptive technology at home, or they may require additional support in how to use this technology.

I think (a barrier) is access to the learning resources and access to the technology. When I say learning resources, I don’t mean just learning resources for that course, but I mean learning resources for that diverse group; access to the required technology for that student to be supported.

The integration of universal design principles in course development and technology was stressed by college personnel as a best practice in online delivery, particularly to enhance the inclusion students with disabilities.

In terms of students with disabilities we ensure that all of our video streaming has closed captions. We design our sites for universal design. We cut them to make sure if you are colour blind it is going to look a certain way. We take advice from our centre for learning support when we are designing these sites.



Despite the services that are meant to accommodate online students with disabilities, college personnel noted some serious challenges. The biggest challenge is identifying students with needs online who do not self-disclose. Furthermore, students’ needs must be identified early in order to have these supports in place in a timely fashion.

I think for me it is early identification. How do we get the message out there to get people to identify if they have a need we need to address, or that we need to provide them support for them to be successful? How do we get that out there?

Another challenge that was noted by staff is the limited number of services, including specialized services such as disability services, available to online students.

I think the biggest barrier for a lot of our students is that lack of supportive services, especially some of our students with learning disabilities or students with mental health issues. Being isolated is a huge barrier for them. I know online isn’t the ideal place for a person to get a lot of collaboration and support and I think there are more things we can do in providing those supports. That sense of being a part of a class and part of a bigger environment.

College officials stressed the importance of making services available to online students with disabilities, as well as encouraging students to access these services as a crucial aspect of achieving inclusion for this population.

I just think we could have more of a presence that kind of reminds students that they are as important as any other student and they are certainly welcome to use the service; and set it up so it is really easily available and doesn’t feel like a big deal and doesn’t identify if you are a learner with special needs... We just have to work with it so they don’t feel stigmatized but they do feel like it is totally okay to contact us.

What community organizations said:

While some community organizations were able to identify the supports they provide to online students with disabilities, others acknowledged the challenges in providing these services. Representatives from community organizations identified the lack of self-disclosure as a major barrier to service provision.

Most people who have mental health issues do not self-identify, so it is not known in advance how to address their learning issues. The knowledge arises part-way through, for example, a literacy program. It comes to light (when) there are other issues that the learner is facing.

One further challenge noted b y community organizations is the lack of instructors with the skills to provide instruction to online students with disabilities.

Students with disabilities or mental health issues often need one-to-one tutoring on the computer by qualified people who know how to teach the use of computers, and also know how to teach those with disabilities.

Key Themes:

Only a small number of students indicated having a disability, and even fewer noted that they have accessed services for students with disabilities. Therefore, student responses should be read with caution due to the low number of responses. However, it should be noted that the mean scores for the evaluation of these services varied, ranging from below satisfactory with a mean score of 2.8 for the



level of flexibility with course timelines, to satisfactory with mean scores of 3.4 and 3.5 in response to counsellor availability and exam accommodation respectively. It should also be noted that standard deviation scores for all responses were high, particularly in response to having an initial needs assessment, course flexibility and access to one-on-one tutoring. This suggests that there is high variation in the practices at colleges in accommodating the needs of students with disabilities.

Responses from other groups identified both strategies and challenges in providing online instruction and services to students with disabilities. One challenge that was noted by all of the responding groups was the lack of ability to identify students with disabilities in an online environment. Without face to face interaction, instructors often miss opportunities to identify students who may require additions supports. In addition, as many of the colleges lacked a formal means of identifying students in need of addition supports, students are left to self identify, which seldom happens. Further, respondents also noted that even when students do identify, often their colleges do not offer many services online for these students, beyond supports such as adaptive technology and exam accommodation.

Two other issues that were addressed by all of the responding groups were the benefit of utilising the universal design principles as well as the important role of the instructor in assisting students with special needs. According to respondents, providing instruction that incorporates universal design principles ensures that students with various needs can access the information provided. In addition, as the first and sometimes only source of contact for online students, instructors must have the skills and knowledge to identify students in need and connect them with the appropriate services.

c) Rural Students

What students said:

Table 10: Number of Rural students

(N=942)

Rural students n Yes No

Are you a rural student? 747 240 (32%) 507 (68%)

Survey results show that 32% (n=240) of students indicated that they were rural students (n=747). They were not asked any other specific closed-ended questions on the student survey. However, in open-ended questions, rural students identified a number of needed supports, including the following:

Access to resources and supports

Assistance with the cost of commuting to and from campus

Access to resources at local schools and other community sites

Local practicum support

Access to high speed internet

Increased interaction with students and instructors

More options for online learning programs




College personnel indicated best practices in meeting the needs of rural online students, such as the need for real-time support and personal contact. A strategy that is used to achieve these practices is having staff travel to rural sites to provide services. Another strategy is having rural or satellite campuses where students can access learning opportunities and support.

I think having the community campuses allows learners in those communities access to education that they may not have gotten otherwise... Perhaps they don’t have a home computer, maybe they don’t have high speed internet. Having it in one place in the community (means) that they can go and access that kind of technology as well as having the employees or the support people in those places to help them fill out an application form or provide them some information about what is available to them, or even just to help them log into their class. I think that is really one of the biggest things we are able to provide.

College personnel also noted that when providing services and course instruction to rural online learners, there are additional considerations that must be addressed. One of these issues is the feelings of isolation that are more likely to occur for this population. A strategy to overcome this barrier is using various methods of course delivery that encourage interaction and communication among students and with students and their instructors.

I think if there are multiple ways for people to connect whether it be through video conferencing or through Skype that would actually promote access and also allow potentially the people who are isolated whether it is rural or in Calgary to have options of how it is they could join into the dialogue...

Another strategy to address feelings of isolation is to connect students with others in their community through forming partnerships with local resources in order to make services and support accessible to students.

For us we have partnerships (in) rural communities... Rather than us travel and go there, we partner with another agency or organization in the community that provides the same type of support service.

One valuable partnership that was noted is the use of local professionals to provide supervision to students rather than through an instructor. Local professionals can also provide practicum opportunities for students in their local communities to eliminate the need for these students to travel to cities.

One of the big things is our programs have practicums so we always have to get the community involved. They have to find some names and numbers of places they would like to do their practicum hours, and so we also find a local practicum supervisor.

The role of instructors as the first-line of assistance was also emphasised as a means to address students’ feelings of isolation. In addition to the instruction that they deliver, instructors are also called upon to deliver other supports aimed at making students feel connected. As such, colleges also need to provide adequate support to instructors if they are then to provide support to their students.

We provide support to instructors who are supporting rural students. If (instructors) have a question, need to troubleshoot or are simply looking for best practices as to how to do something to support student learning, that’s our role.



College personnel noted the need to be able to provide online services and alternative methods of accessing these services other than in person. The availability of access to support via the telephone or online is particularly important for this population.

We posted on our website and we have said it to everyone and have tried to promote is as much as we can...to anybody that works with any of these students that they can always call our number and it is the same number... We have done mental health counselling over the phone, we have done suicide risk assessment over the phone and we have done learning strategies over the phone. We have done all sorts of stuff over the phone.

A significant barrier that is specific to this population is the lack of stable internet access and connection.

Another need that needs to be met is reliable internet connection...I have students getting constantly kicked out of the program... It is very frustrating from the instructor point of view and very frustrating for the students. Not having a reliable internet connection or having really good computer software. When we are progressing and using more tools we need to make sure we have the technology that supports those tools.


The majority of community organizations noted that providing services to rural students was their primary objective. According to the respondents, the role of community organizations is to serve as an additional support to rural students who are taking online courses at colleges.

Opportunity is available to learners who might not otherwise engage in formal learning... If the PSI can deliver the academic portion of the program directly to the student through distributed learning and then we invite the student into the institution setting or into a field situation for practical training and experience, the student maximizes learning opportunity. (paraphrase)

However, many community organizations noted that the biggest barrier for rural online students was access to technology, particularly access a stable internet connection in their homes.

Learners outside of [community name] do not have sufficient access to computers or internet. Many learners have no access to high speed internet in their homes. Many small communities have no high speed internet... (there are) few computers and no video conference equipment.

In response to this concern, some community organizations noted that providing technical assistance is a best practice.

[Name of community organization] provides assistance whenever possible to the learner regarding their connectivity. While we are not IT experts, (we) have experience with the basic mechanics of getting set up and addressing issues arising in learning. (paraphrase)

Community organizations also noted that they provide local access to instruction via technology, such as video conferencing, in cases where rural students may not be able to otherwise access these opportunities.



ICCAN set up apprenticeship training by video conferencing which enabled the apprentices to remain in their community rather than go to the technical institution for the school portion of training. (paraphrase)

We have a video conference suite plus have a business resource centre. We offer training workshops whenever possible by video conference; we’re finding it easier to “sell” as people begin to realize that the video conference is interactive, not just a sit and watch situation. (paraphrase)

In addition to the lack of access to technology, community organization representatives acknowledged other barriers faced by rural online students. One of these barriers is the difficulty in accessing transportation to and from colleges. Another barrier identified for rural students was financial constraints in accessing online learning.

Money is a huge issue for learners. The access to the part time study grant is being discontinued unfortunately. Distance learning does not seem to be supported financially the same way in-class learning is supported. (paraphrase)

Some community organization representatives noted that financial restrictions also present a barrier for the services that are offered by community organizations.

Funding for technology is a major barrier to delivery of services to distributed learners...while the province is providing some funding for technology, it is insufficient. (paraphrase)

Overall community organizations expressed the belief that although there are challenges with online learning, it serves as a solution to many of the barriers faced by rural students in accessing learning opportunities.

eLearning is the answer, it lets them work at their own pace, and take a break when needed. It’s tough doing learning alone, so supports such as those available from tutors from the (community organization) are valuable. (paraphrase)

What government officials said:

Government officials agreed with other groups interviewed that access to learning opportunities is a challenge for rural, online students. This is especially since many of these learners are otherwise employed and do not have the means or opportunity to travel to larger cities to access education. In these cases, community organizations were noted as a best practice for providing learning opportunities.

Community Learning Centres are providing synchronous delivery of learning through video conference. There are facilitators available at the learning site as well as some tutoring. (paraphrase)

One government official identified the provision of funding by the government as another support in assisting rural online learners.

Generally speaking, these are the individuals that Alberta Employment and Immigration is targeting. They can take advantage of the part time training and do online learning. The income asset criteria have been set with them in mind. (paraphrase)



Government officials noted the importance of initiatives, such as Alberta-North, in providing access to learning and in overcoming many of the challenges faced by rural online students.

The community access points (CAP) services 87 communities offered through Alberta-North, provide access to technology, infrastructure, information, in-person assistance and exam invigilation...Alberta-North has set up an online resource listing of about 200 websites that address issues such as funding and course offerings...Alberta-North provides facilitators at each CAP who are supported with information and resources to help them develop their job. (paraphrase)

Despite these initiatives, government officials recognised a number of challenges faced by rural online students, including barriers that were also articulated by other groups such as a lack of transportation and lack of access to stable high speed internet connections. More system level concerns included the lack of skilled instructors available in rural centres and a limited variety of online programs. Government officials noted the lack of financial assistance as a major systematic barrier for rural online students.

The asset rule for the AE&I part-time bursary, where the maximum allowed for assets is $5,000. So if someone had $7,000 in the bank, he/she would be ineligible. If their costs were $5,000 to attend part-time training for a year, he/she would only have $2,000 left to live on. Also, some people don’t want to deplete all their savings to go for training. (paraphrase)

The business practices of institutions are designed for full-time student. From a part-time learner perspective, they might prefer to try one or two courses at first to see how it goes and not register in a program or work toward a credential. The way we report to the ministry is through program learners and therefore we are not capturing data of the part-time learners. The part-time learner may also often be a distributed learner. (paraphrase)

Key Themes:

A significant number of students (n=240), or 32% of overall student respondents, identified themselves as rural students, and the majority of the concerns they identified were also mentioned by the other stakeholder groups who were interviewed. Key barriers such as the lack of access to technology and stable internet connections as well as issues accessing transportation and local supports were raised by all responding groups. While frontline staff and senior administrators noted strategies that were employed by their institutions to address these concerns, the community organizations respondents noted that their main goal was to assist colleges in providing access to learning opportunities, technical support and other services for online learners. The fact that these organizations were noted as best practices by their representatives as well as by government officials, but were seldom mentioned by frontline staff and senior administrators, suggests that they are a resource for rural online learners that is underused. Community organizations can serve as a crucial link between the needs of online students and the services that are available through their colleges, providing local assistance and support.

Another concern that was discussed at length by community organizations and government officials is the lack of funding at both the institutional and individual levels. In particular, community organizations noted that reduced funding for their programs restricts their ability to provide services to online students. Furthermore, most groups noted that the lack of student funding for online learning is a barrier. Considering the significant number of online students who indicated they were rural students, and the financial constraints that many rural communities face, this barrier is an important one for



online rural students. Despite the funding opportunities that were identified by some government officials for this population, lack of funding appears to be an issue that requires further attention.

d) Aboriginal Students

What students said:

Table 11: Number of First Nations, Métis, Inuit students

(N=942)

First Nations, Métis, Inuit students n Yes No

Do you identify yourself as First Nations, Métis, or Inuit?

748 68 (9%) 680 (91%)

Only 9% (n=68) of students who responded to the student survey indicated that they identify themselves as First Nations, Metis or Inuit5 (n=748). Of these, only 25% (n=17) reported that they accessed services at the Aboriginal Centre at their college. The following table summarizes the student responses in relation to accessing these supports.

Table 12: What are Aboriginal students saying?

(N=942)

Student assessment of Aboriginal Centre n Mean

Stro

ngl

y D

isag

ree

Dis

agre

e

Agr

ee

Stro

ngl

y A

gree

SD

The Aboriginal Centre gives me the support I need to be successful in my online course

17 2.9 6% 6% 78% 11% 0.7

Aboriginal support services are available when I need them

17 3.0 6% 0% 83% 11% 0.6


College personnel identified various services available for Aboriginal students, ranging from Aboriginal Liaison Officers to Aboriginal Centres. They also noted that the challenge in providing instruction and services for online Aboriginal students is incorporating culturally relevant supports into the services that are available to all online students.

5 For the remainder of this report these three groups will be collectively referred to as Aboriginal.



On campus we have an Aboriginal Liaison Officer. We have a specific study room that has been dedicated for Aboriginal students to give them a sense of community. We will bring in Elders for certain events and mix and match students of Aboriginal descent and that kind of thing to help the transition to occur. We try to simply support good learning. It is a strategic approach. You are a student and you happen to be Aboriginal and you are trying to learn this certain thing. These are the kinds of strategies that people typically use in order to learn this type of material. Which strategy appeals the most to you? In a sense it is not any different that a non-Aboriginal students.

Other respondents suggested that many of the needs for online Aboriginal students are influenced by the fact that they are often also rural students, particularly those students who reside on a reserve. Therefore, many of the challenges for rural students, such as access to reliable technology and technical assistance, as well as difficulties travelling to cities, are also experienced by Aboriginal students. Respondents noted that some Aboriginal students may experience these challenges in a more profound way if they are the first generation post secondary students in their families.

One of the things that comes to mind is many of the Aboriginal students are driving great distances so they have that rural component combined with the fact they may have some learning styles that are not making it easy in some of their courses. Also with the Aboriginal learners there is awareness that they are often a first generation college student which puts them in a higher risk capability. I cannot speak to how much education each instructor has with Aboriginal learning styles and Aboriginal needs.

Other barrier that may be faced by this population due to their residing on reserves is the limited number of services that are available to them. Some colleges remedy this by having advisors travel to rural communities.

I do have one advisor that travels... She will also go out to the reservations when they have issues out there. Or if they are not getting information fast enough I send her out and she goes there for a day and she sits with the people and helps them fill out the forms.

As was the case with providing services to other special groups, respondents identified that a challenge with providing services to Aboriginal students is being able to provide the same level of services to online students that are provided to face-to-face students. In addition, respondents noted the challenges in encouraging students to self-disclose.

One barrier that was raised which is specific to this population is the lack of face to face engagement in given that it is a culture which values personal interaction and community.

Feedback we have gotten is...Aboriginal students are not thrilled with online. We work with a lot of Aboriginal communities but they much prefer it if we come to them than if we ask them to sign in online....typically if we get our Aboriginal student into an online course it is almost like we are there anyway because we have to provide quite a bit of support for them to actually be successful. It’s not what most of them would choose as a preferred learning style.

A suggested strategy to manage this concern is the use of interactive technology in course delivery. This would include making use of technology and software programs such as Skype and Adobe Connect to integrate online students into the classroom setting.



(What about) the virtual classroom? Maybe if you had a traditional classroom with an instructor and there are students and if they are able to set aside some seats for online learners and somehow, I don’t know how, but we have the technology for this. But to have cameras placed so that the online learner can see the instruction going on. And just like the way we do with teleconferencing they could somehow communicate with the teacher and if they have a question they can ask the question with all of the students in classroom and all the online learners and the classroom all watching at the same time.

Respondents indicated that since Aboriginal online students face a number of unique barriers to their postsecondary education, it is vital that instructors be aware of the barriers and be sensitive to their learning needs.

What government officials said:

Government officials identified some successful practices in distributed learning that are geared towards Aboriginal students. One such practice is the eLearning program available from the Sunchild First Nations Reserve.

Sunchild has an e-learning program providing connection with learners. Students take courses part-time so at least they are engaged in learning. (paraphrase)

In addition, the use of a community learning model was also seen as a best practice for this group as it provides them with access to services and support.

The community learning concept works well for Aboriginal learners because it provides the high-speed internet access and an environment which is conducive to learning (as opposed to homes where there may be many people and many challenges). There needs to be a learning community at the local level, whether it’s once a week or once a day, when the learner can be part of a supportive group experience. (paraphrase)

The use of blended delivery models, such as video conferencing, was identified as a strategy to promote the community aspect of online delivery.

Synchronous delivery (video conference and audiographic) works better for Aboriginal students than online education. Their culture has a strong oral component, so to have the oral learning component works well. Also Aboriginal people do better with a cohort of students rather than working on their own. (paraphrase)

Key Themes:

The number of students who identified themselves as Aboriginal was low (n=68), moreover, those who indicated that they have accessed services at the Aboriginal Centers at their colleges was even lower (n=17). Therefore, caution should be exercised when reading the responses with these services. In addition, since this is a population that historically requires unique services, it would seem that further investigation is warranted to identify the needs of and assess the services provided to this population.

In terms of the special services provided to online Aboriginal students, it appears as though most of the colleges in this study provide some service to Aboriginal students whether through a dedicated office, and specific person or special programs, as was identified by government officials.

While respondents mentioned a number of barriers which apply to this population, it should be noted that in many cases these were barriers that were also attributed to their rural status, for example those



who reside on reserves, rather than to their cultural status. Therefore, issues like internet connectivity and local access to resources were similar to those barriers that were identified by rural students.

However, respondents noted additional concerns with delivery online courses to Aboriginal students. In particular, respondents questioned whether or not an online learning environment is conducive to the cultural expectations that Aboriginal students have. It was suggested that the Aboriginal culture values personal interaction and face to face communication, making online learning more challenging for them. To address this concern, various strategies were suggested such as incorporating cultural aspects into online learning such as including Elders in the instructional process and using local instructors to supplement online learning. In addition, the use of blended methods of delivery which include opportunities for face to face interaction, either in person or virtually, were suggested.

e) ESL Students

What students said:

Table 13: Number of English as a Second Language (ESL) students

(N=942)

English as a Second Language (ESL) students

n Yes No

Is English your second language? 757 116 (15%) 641 (85%)

15% (n=116) of responding students identified themselves as English as a second language (ESL) students (n=757). The table below summarizes their experiences as ESL students.

Table 14: What are students saying about ESL services?

(N=942)

Student assessment of ESL services n Mean

Stro

ngl

y D

isag

ree

Dis

agre

e

Agr

ee

Stro

ngl

y A

gree

SD

I receive enough help with speaking and listening to be successful in my online course

107 3.0 3% 22% 51% 26% 0.8

I receive enough help with writing and spelling to be successful in my online course

107 3.0 5% 20% 53% 28% 0.8

I am able to contact someone to help me with language translation

107 2.7 9% 28% 42% 31% 0.9


College personnel identified several supports which are necessary for ESL students online. One of these is the use of an initial assessment. Another important support is the use of plain language or universal



design principles in course design. Both of these strategies were not only necessary for ESL students, but were also seen as being beneficial for all online students.

(J)ust thinking of our ESL students... (it is important to make) sure that (everything) is easily comprehensive in terms of orientation and in terms of the set up so it is not too complicated and easy to read. For our ESL students to make sure the language is really simple. Not just for ESL students but for everybody; simple and not too much visual going on, simple to look at.

The importance for plain language for ESL students online was emphasised when considering the differences between spoken language and language that is used online.

I think also for learners who are very proficient in English there is a different type of communication that happens online... There is a nuance to communicating online that is not really instructed. You just pick it up from the course you are in. I don’t know if second language learners would be able to pick that up as easily so they may not find as much success.

The need to include opportunities for interaction among students and between students and their instructors was highlighted as a strategy to overcome the difficulty of delivering online instruction to ESL students. Particularly, respondents indicated that they believe ESL students need the opportunity to hear and speak in English, which they are not able to do in an online course that does not utilize blended methods of delivery.

I think the other thing too is with our learners it needs to be engaging. It just can’t be your face-to-face course but online with just a bunch of text. There are a lot of learners who do use a lot of technology and they are use to Face book and Skype and all of those things and I think their expectation would be more dynamic. Not just all word documents and it builds a sense of community. One proposed solution to this problem is the inclusion of interaction in online courses.

As with other groups requiring special supports, the problem of self disclosure was also raised as an issue for ESL students. Respondents also noted that a lack of access to technology as well as limited technical skills could present barriers for ESL student online but the comment was made that it should not be assumed that all ESL Students lacked access to technology or had limited technical skills. Rather, the main concern may be the language barrier:

I think it is also really important that we don’t make any generalizations because there are many ESL learner who would be very comfortable with technology. So it is not everyone...The ESL students are still building their vocabulary particularly when they move into different context. We have to make sure we look at things upfront like the vocabulary and support them with that component. They are working more on the communication and understanding vocabulary. I think that would apply to face-to-face as well.


Community organizations in rural areas noted that the immigrant population is increasing, resulting in more ESL students. As a result, they are developing supports for this population; however, there remain some required supports.



The immigrant population is growing in [Community name]. For learners who have no basic English or who are not proficient in reading and writing in their own language, it is difficult to engage successfully in online or distributed learning. Success has been achieved with learners who have a good understanding of the structure of language and some basic knowledge of English. More support is needed for these new Canadians with poorly developed language skill. (paraphrase)

Some community organization representatives noted that while technical skills may not be a barrier for ESL students, navigating sites in English may pose concerns.

(For) new Canadians for whom English is a second language...many are quite fluent with computers and e-learning. (But) they have difficulty navigating around on post secondary institution websites because they are all different and it’s hard to locate the information they are looking for. (paraphrase)

New Canadians are typically very savvy about technology but have difficulty finding resources on line that are appropriate for use. They don’t have the language skills to determine which resources would be helpful. (paraphrase)

Key Themes:

Those students who identified themselves as ESL students represented 15% of the overall student respondent group. Those who had accessed college ESL services were moderately satisfied, providing average mean scores regarding their access to needed services. High standard deviations for all of the questions indicated widespread variation in the quality of services that they received.

The most significant need identified by ESL students was for plain language and universal design in both the delivery of courses and the services provided by colleges and community organizations. While some respondents indicated that this population may experience barriers related to their technical skills and access to technology, others noted that the language barrier may indeed by more significant. In addition, interactive methods of delivery that include verbal communication was seen as crucial for this population. As with other groups, self-disclosure was another issue, suggesting that language assessments, mentioned as a best practice for this group, should be used to determine those in need of language assistance.

Summary

Several concerns as well as best practices were raised in the discussions for the specific diverse groups in this study. However, there were some strategies that were noted as being beneficial for most if not all of these groups, suggesting that these practices are best practices in online delivery for all students. The following are these common strategies.

The use of universal design principles in course design and delivery, including plain language and adaptable technology.

The use of blended methods of delivery that include opportunities for face to face interaction and verbal communication.

The use of local resources and services to increase access and reduce barriers such as lack of transportation.



The development and expansion of formal partnerships between colleges and community organizations to supplement online instruction, increase access to technology, and provide technical assistance.

The need to increase available funding for online and part-time students as well as colleges and community organizations that offer online programs.

The use of systematic methods to identify students who need added supports, for example initial language/learning assessments.

The provision of online supports that are easily accessed and straightforward in use.



Conclusions and Recommendations This Interim Report presents the preliminary findings of a study designed to explore the accessibility, awareness, capacity, and quality of online learning supports provided for diverse learners engaged in programs and courses offered through eCampusAlberta. The report should provide an evidence-based foundation for colleges to engage in strategies to enhance and improve services that promote the success of diverse learners engaging in eLearning. A series of knowledge-sharing strategies will be implemented over the next few months to ensure that the findings are shared within and between institutions, as appropriate.

The study has reinforced our understanding that diverse online learners are indeed diverse themselves in terms of their computer skills, educational experiences, and access to technology. Like traditional face-to-face learners, in order to be successful, distributed learners need significant interaction with, and feedback from, their instructors, and in their isolation, they crave interaction with other students. Blended delivery methods are seen as the most effective approach. Ideal courses incorporate the principles of universal design, accommodated various learning styles, and offered enhancements such as in-person contacts through email, Skype, teleconference, and online discussion forums. Sometimes, the students faced the most basic barrier, lack of access to the necessary technology and software required to complete their online course.

In particular, the learning needs of each of the diverse groups of students examined in this study are summarized in the following table.

Table 15: Learning Needs of Diverse Online Students

Diverse Student Sub-group

Identified Learning Needs

Rural students Access to technology (internet, computers), current software and help desk support

Access to communication services (video-conferencing) and better connectivity (band width)

Curricular supports (online orientation, learning options, library support)

Ways to address sense of isolation through more instructor and peer support and face-to-face interaction such as video conferencing

Additional community-based supports, resources and access points

Additional financial assistance for part time and online learning

ESL students Additional curricular supports such as more optional learning materials, use of online dictionaries, increased vocabulary development, and use of plain language and universal design principles

Use of self-assessment language tools

More opportunities for oral interaction, thus blended approaches are more appropriate



Diverse Student Sub-group

Identified Learning Needs

Clearer navigation of college websites and use of plain language to do so

Aboriginal students Use of verbal and face-to-face interaction, Skype, Adobe Connect and other blended and/or synchronous approaches for course delivery

Address cultural and learning style preferences and incorporate cultural instruction methods

Address the sense of isolation through use of a cohort or supportive peer group

Use of local instructors to support online instruction

Instructor training to increase awareness of Aboriginal learning styles and student needs

Students with disabilities Need for supportive services online and/or by telephone

Assessment of learning needs and opportunities for early self-disclosure

Expansion of adaptive technologies to support use at home

Clearer navigation of college websites to increase awareness of current services

Use of universal design principles for course design and delivery

More flexibility in course timelines

More one-on-one tutoring

Address sense of isolation through class collaboration and peer support

Instructor training in specialized skills

Increased instructor awareness of available services

Overall, while study findings identified some unique learning needs for each of these sub-groups, many of the service needs of diverse learners are similar to those of all online learners. A number of common themes emerged that warrant the attention of all colleges. These are summarized in the following table.



Table 16: College Service Provision for Diverse Online Students

College Service Provision

Identified Service Needs

1. Student access

a) Availability and response time

Availability of instructors, office hours, and response time

Availability of support services, real time response and extended hours of operation

Central contact for students for technical support with human follow up

Training for support staff to build awareness of diverse students’ needs

b) Accessibility Services are easy to find online

Services are linked online

Services are described in plain language

c) Sequencing of services Services are provided online in a sequential way so that one leads to the next according to the logic of user needs (e.g. links lead intuitively from the college website to academic advising to registration to orientation to support services)

d) Compatibility of software Courses do not require specific software that students may not have or students are apprised in advance of any unique software needs along with purchasing options

e) Equipment advice and support

Students are supported in determining if they have the technology they need, if it is up to date, if the connectivity required is available at their location, and if not, what to do about it (e.g., community access points)

2. Course delivery a) Effective instruction

Curriculum standards

Clear guidelines

More options and examples within courses

Increased interaction with students

Increased instructor availability

Reasonable deadlines

Pre-printed packages of additional readings

Better and earlier assessment of student needs

b) Student interaction In real time through chat rooms and Skype

Multi-modal interaction

Opportunities for face-to-face interaction

Decreased isolation

c) Use of universal design principles

Protocols for on line design and delivery

Instructional formats

d) Use of local resources Increased access to local computers, technical support, tutors, practicum advisors and mentors

Reduced barriers due to transportation issues

More community partnerships



College Service Provision

Identified Service Needs

3. Staff training

a) Developing knowledgeable staff for the online environment

Knowledge about current technology

Knowledge about new instructional methods to facilitate online learning

Enhanced awareness of college services needed by learners and how to access them

Ability to make appropriate referrals

b) Broadening perspective

Understanding students’ work/family responsibilities

Understanding students’ availability issues (i.e., evenings and weekends)

Understanding that a full-time practicum may not be possible

Understanding the specific needs of sub-groups of diverse learners

The partner colleges have recommended that Year 2 of this study should focus on an identification of policies that are needed to ensure that post-secondary institutions offering distributed learning opportunities can truly be “bi-modal” and provide the same high standards of service and support to all learners. It is suggested that the following conclusions and recommendations be used to guide this development process.

Table 17: Conclusions and Recommendations for Year 1


6. While examples of best practices do exist, they are generally not widespread, and student satisfaction regarding their implementation was at best tentative.

It is recommended that post-secondary institutions in Alberta assess, plan, and implement best practices for distributed learning, keeping in mind the specific needs of diverse sub-groups.

7. What is good for diverse students is good for all students.

It is recommended that the application of universal design principles be explored to determine its utility for all learners and those with diverse learning needs in terms of the teaching and learning environment, instructional materials and student support services.

8. The instructor is the face of the institution for distributed learners.

It is recommended that post-secondary institutions allocate adequate time and resources to develop and deliver a collaborative and creative approach to online instructor training, sharing materials, methods, and processes, ensuring that instructors are made aware of the needs of diverse learners.

9. Community agencies are a huge untapped resource that should be a gateway for distributed learners.

It is recommended that more college-community partnerships need to be expanded, developed and promoted in order to better support those colleges and




communities that serve all students but especially diverse student populations.

10. Few Aboriginal students were represented in the study and even fewer had accessed Aboriginal services at their college.

It is recommended that further investigation is warranted to more clearly identify the distributed learning needs of Aboriginal students.

Next Steps

The next step for this project involves each college developing a knowledge transfer plan to disseminate the study findings within their institution. The partner colleges have recommended that Phase II of this study should focus on the policy development needed to ensure that post-secondary institutions offer the services required to the diverse learner. As we move ahead, we need to implement these service changes to avoid the risk of e-learning failure and offer distributed learning opportunities that provide the same high standards of service and support to all learners. The Project Steering Committee will be meeting in the near future to consider options for the development of innovative projects for Year 2.



Appendices



Appendix 1: Data Collection Matrix

Meeting the Needs of Diverse Students Engaging in E-Learning (Project D)

The following table matches questions from DCM and Data Collection Tools (Revised March 31, 2010)

DCM

Questions

Methods of Data Collection

Student Survey

Student Interview

s

Key Informants

Doc Review

Project Activities

Steering Committee

Staff Focus Group**

Frontline Staff

College Admin

Comm Organiz

Gov’t Officials

1.0 INPUTS

1.1 To what extent was project funding sufficient?

*** ***

1.2a What background literature was used to inform project objectives?

***

1.2b What government policies and practices were identified to inform project objectives?

*** ***

1.3 In what ways did project partners’ contribution meet project objectives?

*** ***

1.4 What are the characteristics of diverse online learners?

***

*** 2, 4

***

1.5 What is the role of the steering committee and who are the members?

***

1.6 Who are the project staff involved in this project and what is their role?

***

1.7 What plans are in place to evaluate the project?

*** ***

2.0 PROJECT ACTIVITIES

2.1 What are the participation ***



DCM

Questions


Student Survey

Student Interview

s

Key Informants

Doc Review

Project Activities

Steering Committee

Staff Focus Group**

Frontline Staff

College Admin

Comm Organiz

Gov’t Officials

rates of diverse online learners in partner colleges?

2.2a What do diverse online learners need to participate and succeed?

***

*** 6

*** 1, 2

***

***

***

***

2.2b What are the barriers to participation and success encountered by online diverse learners?

***

*** 3,7

*** 3, 4

*** 8

*** 10

*** 8

***

***

2.3a What promising practices were identified that enhance participation and success of diverse online learners?

***

*** 3,5

*** 5

*** 7

*** 11

*** 9

*** 11

***

2.3b What organizational supports for diverse online learners were identified?

***

*** 3

*** 6

*** 6

*** 12

*** 9

*** 13

2.4 What resources and strategies were identified as promising practices?

*** 7, 8

***

11, 12 ***

*** 12

***

2.5 Based on study findings and in the current environment, what strategies and practices were identified to pilot in participating colleges?

***

2.6a What elements of the project were evaluated?

***

2.6b How were they evaluated? ***

2.6c What lessons can be learned from the evaluation process?

*** ***

2.6d In what ways did steering committee contributions support project objectives?

***

3.0 OUTPUTS

3.1a What are the participation rates of diverse online learners?

***



DCM

Questions


Student Survey

Student Interview

s

Key Informants

Doc Review

Project Activities

Steering Committee

Staff Focus Group**

Frontline Staff

College Admin

Comm Organiz

Gov’t Officials

3.1b What are the needs of diverse learners identified in this study?

***

3.2 What were the barriers to participation in e-learning?

***

3.3 What promising practices and supports meet the needs of diverse learners engaged in e-learning?

***

3.4 What guidelines, resources, standards, and strategies were identified?

***

3.5a What strategies were identified to pilot?

***

3.5b How were the strategies piloted in the field?

***

3.6a How was the success of pilot strategies evaluated?

***

3.6b What lessons were learned from the pilot evaluation?

***

4.0 OUTCOMES

4.1 How did diverse learners access change in pilot sites?

***

4.2 How were diverse learners supported in pilot activities?

***

4.3 How were project products shared with stakeholders?

***

4.4 How were project findings disseminated?

***



Appendix 2: Data Collection Tools

Supporting Online Learners: Student Voice Survey

Thank you for taking time to participate in this survey. We are asking you to complete this survey to help us improve support services for students who are using online learning or e-learning. Taking this survey is your choice and your participation is confidential. Your name, or any other information that could identify you, will not be used. There is a draw for an IPod Touch that you can enter by completing this survey. If you choose to enter your name in the IPod draw, your name will not be connected to the survey. To complete this survey you will need to answer questions on the computer which will take about 25 to 30 minutes. There is no risk to you by doing the survey and you have the right to stop doing it at any time. If you have any questions about this research or need more information, feel free to contact Megan Cohoe-Kenney at [email protected] or at 403.410.1558. Before beginning the survey, please select either "Yes" or "No" to the following two questions. NOTE: You must be 18 years of age or older to participate in this survey. I have read the above terms and agree to participate in this survey.

Yes No

I am 18 years of age or older.

Yes No

This survey is being conducted under the rules of the Freedom of Information and Protection of Privacy Act (FOIP). If you have any questions regarding FOIP, please contact the Government of Alberta website http://foip.alberta.ca/dsp_privacy.cfm, call (780) 427-5848, email [email protected], or contact your college directly.

Are you registered in an online course or program right now?

Yes No

Please select the college or technical institution you are currently enrolled at.

Bow Valley College Lethbridge College NAIT NorQuest College Northern Lakes College Olds College Portage College



Red Deer College Other

Do you have a physical disability, learning disability, or mental health challenge?

Yes No

Please select the general nature of your disability.

Physical disability (for example, hearing impaired) Learning disability (for example, ADHD) Mental health challenge (for example, depression) Prefer not to disclose

Do you access support services for your disability?

Yes No

Strongly Disagree Disagree Agree Strongly Agree

My learning needs were tested before I started my online course.


Disability counsellors are available when I need them.

Strongly Disagree

Disagree Agree Strongly Agree

Exam accommodation, such as extra time, is available when I need it.


I am given some flexibility on course timelines.


I can access one-on-one tutoring when I need it.

What else could help you be successful in your course?

Is English your second language?

Yes No

Strongly Disagree


I receive enough help with speaking and listening to be successful in my online course.



Strongly Disagree


I receive enough help with writing and spelling to be successful in my online course.

Strongly Disagree


I am able to contact someone to help me with language translation.


Do you identify yourself as First Nations, Metis, or Inuit?

Yes No

Do you access the Aboriginal Centre (online, on campus, or at a location in your community)?

Yes No

Strongly Disagree

Disagree Agree Strongly

Agree

The Aboriginal Centre gives me the support I need to be successful in my online course.


Aboriginal support services are available when I need them.


Are you a rural student?

Yes No

What do you think are the biggest problems you face as a student in a rural community?

What support services would be helpful to you?



How did you apply for your course or program?

Online On campus I went to a community location Do not know


It was easy to complete my application.


It was easy to register for my courses.


I received all the help I needed to complete my application.

How could the application and registration process be made easier for you?

Have you accessed the Financial Services website?

Yes No


It was easy to pay my tuition fees online.

Strongly Disagree


It was easy to complete applications for financial aid or scholarships online.

Strongly Disagree


Agree

It was easy to find links to information about student loans or other financial services.

How could the financial aid process be made easier for you?

Did you complete an initial assessment (interview, checklist, or survey) to test if you were ready to take an online course?

Yes No

How did you complete your initial assessment?

Online On campus



I went to a community location Do not know


My assessment helped me rate my study skills.


My assessment helped me rate my reading and writing skills.


My assessment helped me rate my computer and internet skills.


My assessment helped me recognize my learning style.

How could your assessment have been more helpful to you?

Have you talked to an academic advisor?

Yes No

How did you get academic advice?



I was able to reach an academic advisor by phone or email.

Strongly Disagree


An academic advisor was available at the times I needed to speak to him or her.

Strongly Disagree


An academic advisor helped me decide what steps to take to complete my program.

How could academic advising have been more helpful to you?



Did you participate in an orientation session before starting your course or program?

Yes No

What kind of orientation did you participate in?



The introduction on computer skills was helpful.

Strongly Disagree


The explanation of how to use BlackBoard, Moodle, etc. was helpful.


The time management skills I learned were helpful.

How could your orientation have been more helpful to you?

How did you order the books you needed for your course?

On the bookstore's website Over the phone I went to the bookstore on campus I went to a community location

Other, please specify:


It was easy for me to get my textbooks.

Strongly Disagree


The rules for returning textbooks were clearly listed on the website.

How could the process of getting your textbooks been easier for you?

Have you accessed the library's website?

Yes No





The library services I need are available online.

Strongly Disagree


It is easy to order books, journal articles, or other library resources online.


It is easy to find online tutorials about how to use the library.


I am able to contact someone from the library when I need to.

How could the library be easier for you to use?

Have you contacted the Help Desk to help you with technical or computer support?

Yes No


Technical support information is easy to find.


Technical support is available when I need it.


The technical support I receive answers all my questions.

How could the help desk meet your learning needs better?

Academic/Instructor Support


I am able to contact my instructor/tutor when I need to.


My instructor/tutor responds to my questions quickly.

Strongly Disagree


My instructor gives me all the help I need to be successful in my course.



How else could your instructor/tutor help you in your online course?

Have you accessed Career Services (career counselling)?

Yes No

How do you usually access Career Services?

Online On campus At a community location Do not know

Strongly Disagree


An online career test/self-assessment helped me identify my career goals.


I am able to contact a career counsellor when I need to.


A career counsellor helps me identify my career goals.

Strongly Disagree


I am able to search for employment on the Career Services website.

What other career support would be helpful to you?

Have you visited Counselling Services (personal counselling)?

Yes No

How did you access Counselling Services?

Online On campus At a community location Do not know

Strongly Disagree


Agree

The Counselling Services website gives me useful



Strongly Disagree


Agree

information and self-help materials.


Counsellors are available when I need them.

How else could Counselling Services help you?

What is your age group?

18 to 24 25 to 34 45 to 54 55 to 64 65 and above Prefer not to say

What is your gender?

Female Male Prefer not to say

Right now, are you working towards one of the following?

Certificate Diploma Degree

Other, please specify:

Thank you for participating in this survey!

As we mentioned at the beginning of this survey, we would like to understand the experiences of online learners. We will be interviewing students as well as conducting a focus group (having a group meeting) following completion of this survey. People who participate in the interview or focus group will receive a Tim Horton's gift certificate as a gift. Would you like to have a personal interview or be part of a focus group (group meeting)?

Yes No

Please provide us your contact information. As mentioned, this will in no way be connected to the survey you just completed.

Name

Email



Phone Number (OPTIONAL) Thank you for participating in the survey. Unfortunately we are not collecting data from your college/technical institution at this time. However you are still eligible to enter to win an IPod Touch! Would you like to be entered to win an IPod?

Yes No

Would you like to be entered into a draw to win an IPod Touch?

Yes No

Please provide the following contact information. As mentioned, this information will in no way be connected to the survey you just completed.

Name

Email Address

Phone Number (OPTIONAL)



Student Interview Guide: The researcher will begin the interview by introducing herself/himself. The reason for the study will be reviewed. The researcher will clarify terms such as distributed learning and diverse learners. She/he will then explain that she/he will be making descriptive notes throughout the interview, and will explain what the purpose of the notes is and how they will be used. The participants will then be asked if they need anything clarified about the research project or process. Once the atmosphere appears to be comfortable the researcher will ask permission to start to record, and will begin the interview. Interview Questions 1. Would you tell me what course(s) you are taking online? Is it the first online course you have taken?

Why did you choose to be an online learner?

2. As the purpose of this study is to provide helpful information to the colleges so they can improve services for students like you, can you identify yourself as any of the following: D1.4 a) A First Nation, Metis or Inuit student b) A speaker of English as a Second Language c) A student living with a disability such as a learning disability d) Other learning issues e) A rural student

3. We want to know about your experience with several important services for online students. As I list each service, please tell me what worked really well or what was a particular problem for you: D2.2b; D2.3a; D2.3b a) Information provided to you before you registered for your program course (what worked well,

what didn’t) b) The registration process (what worked well, what didn’t) c) Financial support you received (what worked well, what didn’t) d) Orientation or introduction to your course/program (what worked well, what didn’t) e) Access to resources such as:

a. Library (what worked well, what didn’t) b. Bookstore (what worked well, what didn’t) c. Study skills (what worked well, what didn’t) d. Help desk (what worked well, what didn’t)

4. Did you experience any particular barriers related to (select based on response to #2 above): D1.4

a) IF ESL] English Language support (were there difficulties with language...) b) [IF DISABILITY] Specialized learning support c) [IF ABORIGINAL] Sensitivity to cultural issues and availability of Aboriginal Support Services d) [IF RURAL] What Particular Challenges Have You Experienced As An Online Learner?

5. Did any supports help you be successful in your online program/course? D2.3a

6. Can you think of any other supports you need to be successful in your online course/program? Do

you have any suggestions to improve online learning for other students like you? D2.2a



7. Has your program/course met your expectations for online learning? Why or why not? D2.2b

8. Do you have any other comments? Thank you for your participation!



Focus Group Guide: College Personnel – Disability, Counselling, Aboriginal or ESL The researcher will begin the focus group by introducing herself/himself. The reason for the study will be reviewed. The researcher will clarify terms such as distributed learning and diverse learners. She/he will then explain that she/he will be making descriptive notes throughout the focus group, and will explain what the purpose of the notes are and how they will be used. The participants will then be asked if they need anything clarified about the research project or process. Once the atmosphere appears to be comfortable the researcher will ask permission to start to record, and will begin the focus group. Verbal Script for Focus Groups - College Personnel Working Directly with Diverse Students Hello, I am (name) and this is my colleague (name). You previously agreed to participate in the study through the informed consent form in the study “Meeting the Needs of Diverse Learners Engaging in e-Learning”. Your participation is completely voluntary and confidential. Part of participating in the focus group is that we ask you to keep the information shared here today strictly confidential. Although we recognize in focus groups there are inherent risks, we trust what is shared here will remain within this group. We will be recording and taking notes during the focus group discussions and the information collected will be analysed for content. Before we proceed, I would like to confirm that you are still willing to participate. If you indicate “no” you are free to discontinue before we begin. By staying, you are agreeing to be involved in the study. You are not required to answer all the questions. However, your feedback is important to the study to identify the needs of, and support for, diverse online learners. Your participation is very much appreciated. People involved in the focus group, in addition to focus group participants, include:

1) The primary researcher and research assistant 2) Technological assistants (2) 3) Note-taker (research assistant or administrative assistant)

Steps for Adobe Connect

1. An email invitation will be sent with a link to join the meeting. Click on the link.

2. The meeting login screen will appear. Log in using a pseudonym (a made up name) to make sure

that you remain anonymous (so the other people in the group will not know who you are). The

researcher will know your names only because you responded to being asked to participate in

the focus group.

3. The meeting launches in your browser.



4. Once the host accepts you into the meeting, the meeting room interface appears. We will be

using the audio and chat function to ask questions and to hear your responses.

Focus Group Questions 1. Based on your experience working with diverse learners, what do they need in order to access, or

participate in, an online learning environment? D2.2a

2. What do they need to be successful in an online learning environment? D2.2a

3. Are there currently any barriers in your college environment that inhibit the participation and success of diverse learners on line? D2.2b

4. What are their most critical unmet needs? D2.2b

5. What promising instructional practices or strategies are you aware of that enhance the participation

and success of diverse online learners? D2.3a

6. What administrative/organizational supports or resources enhance diverse learners’ online participation and success? D2.3b

7. In order to make online learning more accessible to diverse learners, what strategies can you

suggest? D2.4

8. Based on our discussion today, what would be the most important strategies for us to focus on in the upcoming pilot phase of this study? Can you provide us with any examples? D2.4

Thank you for your participation!



Interview Guide: College Administrators These interviews will be done face-to-face. The researcher will begin the interview by introducing herself/himself. The reason for the study will be reviewed. The researcher will clarify terms such as distributed learning and diverse learners. She/he will then explain that she/he will be making descriptive notes throughout the interview, and will explain what the purpose of the notes is and how they will be used. The participants will then be asked if they need anything clarified about the research project or process. Once the atmosphere appears to be comfortable the researcher will ask permission to start to record, and will begin the interview. Interview Questions 1. Tell me about your role in the college. 2. What distributed delivery formats does your college currently provide? S1.4

First, let’s talk about the structures and supports for distributed learners that currently exist at your college:

3. Generally, what administrative or organizational supports does your college provide for distributed

learners? S1.4, S2.1

4. What administrative policies currently support distributed learning? Are there any gaps in policy

that need to be addressed to better serve distributed learners? What resources are required to

make these policy changes? S1.5, S2.4b

5. Can you provide some examples of administrative policies and guidelines that support distributed

learners to share with other colleges? S1.5

Now let’s talk about grassroots instructional practices that may support distributed learners:

6. What instructional practices does your college provide that are specific to distributed learners?

What changes to practice need to be addressed to better serve distributed learners? What

resources are required to make these policy changes? S2.2, S2.4b

7. Can you provide some examples of and guidelines for instructional practices that support distributed

online learners to share with other colleges? S2.2

Now, let’s talk about specific groups of students that may have special needs as distributed learners. 8. What administrative services and instructional strategies do you provide to support rural learners?

Can you provide any examples of successful practices implemented for rural learners that you can share with other colleges? S3.3



9. What barriers do these students currently experience? How can these barriers be addressed? What resource issues are involved? S3.3, S2.4b

10. What barriers to participation or success have been encountered by such diverse online learners as: D2.2b

a. Aboriginal students (Barriers to participation? Barriers to success?) b. Students with disabilities or mental health issues (Barriers to participation? Barriers to

success?) c. New Canadians for whom English is a second language (Barriers to participation? Barriers to

success?) d. Students facing social or economic issues (Barriers to participation? Barriers to success?) e. Other students with special needs (Barriers to participation? Barriers to success?)

11. What promising instructional practices or strategies are you aware of that have enhanced the participation and success of these diverse online learners? Are there any examples or guidelines you can share with other colleges? D2.3a; D2.4

12. What administrative supports or resources have been provided for these diverse online learners? Are there any examples or guidelines you can share with other colleges? D2.3b; D2.4

13. What if the shift to distance/flex learning was much bigger than anticipated over the next five years?

What would stop working in your college? What would have to change?

14. Do you have any other comments or suggestions for our research projects?




Interview Guide: Community Organizations

These interviews will be done over the phone or in person, depending on the location and the preference of the interviewee. The researcher will begin the interview by introducing herself/himself. The reason for the study will be reviewed. The researcher will clarify terms such as distributed learning and diverse learners. She/he will then explain that she/he will be making descriptive notes throughout the interview, and will explain what the purpose of the notes is and how they will be used. The participants will then be asked if they need anything clarified about the research project or process. Once the atmosphere appears to be comfortable the researcher will ask permission to start to record, and will begin the interview. Interview Questions

1. Tell me about the role your organization plays in distributed learning networks.

2. What partnerships is your organization currently involved with that support distributed

learning? Who are the key stakeholders? S2.1

3. In your view, what are the characteristics of a successful partnership for distributed learning?

Are there any particular successes or issues associated with your current partnership? Any

changes you could suggest to improve partnership effectiveness? S1.3b, S3.4

4. How does your organization currently support distributed learners? What services do you

provide? How successful are these services? Are there any outstanding examples you could

share with our network partners? S3.1

5. What do you see as the barriers to providing more successful services for distributed learners?

What changes could be made to better serve distributed learners? What resources would be

required to make these changes? S2.4b, S3.6b

6. In particular, how does your organization support rural learners? Can you provide any examples

of successful practices implemented for rural learners that you can share with our network partners? S3.3

7. What barriers do these rural students currently experience? How can these barriers be addressed? What resource issues are involved? S2.4b, S3.3

8. Another group of learners we are interested in understanding involves the diverse learner working online. What successes barriers or gaps in service are you aware of that have been encountered by online diverse learners, including: D2.2b a) Aboriginal students b) Students with disabilities or mental health issues c) New Canadians for whom English is a second language



d) Students who have faced barriers to education due to social and economic conditions e) Other students with special needs

9. What instructional practices or administrative supports do you know of that have enhanced the

participation and success of these diverse online learners? Are there any examples or guidelines you can share with our network partners? D2.3a; D2.3b

10. Do you have any other comments or suggestions for our research projects?




Interview Guide: Government Officials These interviews will be done over the phone or in person, depending on the location and the preference of the interviewee. The researcher will begin the interview by introducing herself/himself. The reason for the study will be reviewed. The researcher will clarify terms such as distributed learning and diverse learners. She/he will then explain that she/he will be making descriptive notes throughout the interview, and will explain what the purpose of the notes is and how they will be used. The participants will then be asked if they need anything clarified about the research project or process. Once the atmosphere appears to be comfortable the researcher will ask permission to start to record, and will begin the interview. Interview Questions

1. Please tell me about your role. 2. What government policies are you aware of that support distributed learning in the Alberta post

secondary system? S1.2, S1.4

3. Are there any examples of policies and guidelines that support distributed learners that we could share with our network partners? S3.2

4. Are there any gaps in policy that need to be addressed to better serve distributed learners?

What resources are required to make these policy changes happen? S3.1

5. In your view, what are some examples of promising administrative or organizational supports

for distributed learning in Alberta? S3.2

6. What barriers involving administrative supports do distributed learners currently face? How can these barriers be addressed? Are there any resource issues involved? S3.1, S2.4b

7. Can you identify some examples of promising instructional practices for distributed learning in

Alberta? S3.2

8. What barriers to promising instructional practices do distributed learners currently face? How can these barriers be addressed? Are there any resource issues involved? S3.2, S2.4b

9. Can you identify any examples of policies, services or instructional strategies that support rural learners? S3.3

10. What barriers do rural distributed learners currently face? How can these barriers be addressed? What resources are needed? S3.3, S2.4b



11. What promising instructional practices or administrative supports are you aware of that have

enhanced the participation and success of diverse online learners, including: D2.3a

a. Aboriginal students b. Students with disabilities or mental health issues c. New Canadians for whom English is a second language d. Students who have faced barriers to education due to social and economic conditions e. Other students with special needs

12. Are there any examples or guidelines you can suggest that we obtain? D2.4 13. As far as you are aware, what barriers to participation and success have been encountered by

diverse online learners? How can these barriers be addressed? What resources are needed? D2.2b

14. Do you have any other comments or suggestions for our research projects? Thank you for your participation!

meeting the needs of diverse students engaging in...

Documents