Table of Contents Acknowledgements Purpose and Scope of These Guidelines Preparing for Online Distance Learning What is Online Distance Learning? What is a Quality Online Course? Why Online Distance Learning? Extending and Enriching Program Offerings Serving Students in Alternate Settings Teaching Students Online Learning Skills The Board of Education Staffing The Site Facilitator Technical Staff Classroom Teachers Program Needs Assessment Program Implementation Funding Accountability Monitoring Program Quality Keeping Parents Informed Policy Leadership Internet Acceptable Use Policy The School The Site Facilitator Characteristics of a Good Site Facilitator The Site Facilitator's Job Location of Computers Scheduling Labs and Hands-On Experiences Learning Resources Student Evaluation Creating a Learning Community Equity Considerations

Overview The development of this resource was commissioned by the Saskatchewan School Trustees Association with financial support from Industry Canada’s SchoolNet.  Loraine Thompson of Loraine Thompson Information Services, with the assistance of a reference group, developed the ideas for this resource. These guidelines are written for school systems using online distance learning in the high school program.  How do schools organize online distance learning to extend and enrich the educational learning opportunities administered by the board of education?  Increasing use of online distance learning to complement the school program holds significant implications for the organization of schooling.  These guidelines will be helpful to schools, school systems and students interested in establishing the conditions for successful online distance learning.  The intention is to move from snapshots of what works well to effective practices institutionalized across the school system.  The Online Student Online Learning Skills Computer Skills Reading Skills Online Interaction Skills Independent Learning Skills Teaching Online Learning Skills Technical Considerations Learning More Online Distance Learning Planning Outline Glossary References

The SSTA Research Centre grants permission to reproduce up to three copies of each report for personal use. Each copy must acknowledge the author and the SSTA Research Centre as the source. A complete and authorized copy of each report is  available from the SSTA Research Centre.
The opinions and recommendations expressed in this report are those of the author and may not be in agreement with SSTA officers or trustees, but are offered as being worthy of consideration by those responsible for making decisions.

Acknowledgements

The author of this publication and the Saskatchewan School Trustees Association would like to gratefully acknowledge the help and support of participants at the January 2002 discussion forum and the following individuals whose ideas, suggestions and advice contributed greatly to this publication.

• Dr. Kathryn Barker, FuturEd, Vancouver, British Columbia
• Peter Donkers, Director, Open Learning Agency, Victoria, British Columbia
• Ralph Helder, Director, Online Programs, Alberta Distance Learning Centre, Barrhead, Alberta
• Dr. Thérèse Laferrière, Laval University, Sainte-Foy, Quebec
• Dr. Bill Muirhead, Executive Director, Alberta Online Consortium, Edmonton, Alberta.

A special thanks to Debb Black, Regina, who illustrated this publication.

Author:   Loraine Thompson Information Services Limited

401 – 2305 Victoria Avenue
Regina, SK
S4P 0S7

Phone:  (306) 757-3206
Fax:  (306) 757-3206
E-mail: ltisl@sk.sympatico.ca
 

Table of Contents

Purpose and Scope of These Guidelines

These guidelines are written for school systems using online distance learning in the high school program. They provide background information about online education and practical advice about delivery of online learning in high schools administered by the board of education.  The focus is on school and school division educational and administrative concerns.

These guidelines do not address online course development, the quality standards that online courses should meet, copyright issues related to online course development, or the process of evaluating the many online courses and programs offered by educational institutions and the private sector.  It is assumed that courses are developed and taught by an accredited agency and that courses meet quality standards.  Nor do these guidelines address online distance learning as a focus for home schooling.  Online learning is sometimes used for home schooling, but this use is beyond the scope of these guidelines.

These guidelines focus on one specific aspect of online learning – as a resource for boards of education who wish to expand, enrich and enhance their education programs through online distance learning.  Within this context, most online distance learning takes place in conventional schools.  But this is not the only setting.  Some boards of education also offer education in alternate settings suchas storefront schools.  Online learning plays an important role in these situations as well, by expanding the range of course offerings and making it possible for students to have more flexible schedules.

Table of Contents

Preparing for Online Distance Learning

When you are preparing for online distance learning, ask yourself:

• What is Online Distance Learning?
• What is a Quality Online Course?
• Why Online Distance Learning?

Online distance learning consists of courses or full programs delivered to students via the Internet.  There are two modes of delivery.

• With asynchronous learning students sign onto the Internet at a time that is convenient to them.  Course materials are available on the Internet and students send messages to their teacher and fellow students by e-mail or electronic bulletin board.  Other course participants read and respond to these messages at a time convenient for them.  With asynchronous learning students are usually given a deadline for completion of their course – for example, the end of the school year or the end of the semester.  But students usually can proceed through their course more quickly if they wish and finish it before the deadline.
• With synchronous learning students sign on to the Internet at a specific time. They receive course materials and messages, in real time, that is, when the materials and messages are sent, and can respond immediately.  With synchronous learning, the pace at which students work is determined by the pace at which course materials are delivered.

With most online distance learning programs, a distance education teacher reviews, marks and comments on the assignments that students submit via the Internet.  The distance education teacher plays the same role as a classroom teacher.  If a student isn’t “getting it”, the teacher offers extra help.  The distance education teacher challenges, encourages, questions and supports students.

Quality distance learning courses are structured so that students taking the same course can talk to each other online.  These conversations can occur through e-mail, online bulletin boards and/or chat rooms.  Sometimes the distance education teacher initiates conversations among students by posing questions or introducing discussion topics; other times students themselves initiate these conversations.  Occasionally, online courses require that students work together.  For example, two or three students might play an online educational game or two students might work together on an assignment, with each doing specific parts of the assignment.

Table of Contents

What is a Quality Online Course?

Good quality online courses and programs use the features of the Internet for maximum educational advantage.  For example:

• Graphics can greatly enhance the educational value of a course.  Moving graphics, splash pages and the like can be used to convey information.
• Music and sound can be used to provide information, make a course more interesting, or provide cues to the student.
• The course can be paced to students’ ability.  When a student gets many right answers, more complex material can be provided.  When a student makes frequent mistakes, simpler material and more reinforcement can be provided.
• Students can use a mouse to move words or pictures around to create sentences, maps, and graphics of various types.

Online distance learning courses are sometimes combined with other delivery methods.  For example, an online course may include a videotape or CD-ROM; or students and teacher may participate in a telephone conference call.  When a lab kit is included with science or technical courses, students are expected to work through experiments and other hands-on activities.

When online courses comprise part of a high school program and students work on their courses at school, a site facilitator usually works with students.  The site facilitator supervises and encourages students, helps them organize their time, teaches them online learning skills, and directs students to resources.  The site facilitator’s role complements that of the distance education teacher.

Table of Contents

Why Online Distance Learning?

Schools and school divisions generally use online distance learning for three purposes:

• to extend and enrich course and program offerings
• to serve students who are learning in alternate settings
• to teach students the skills needed for online learning.

Extending and Enriching Program Offerings

Online distance learning, like traditional print distance learning, can be an important means of increasing the range and number of course offerings and enhancing equality of educational opportunity within high schools.
 

Online distance learning can be used to increase the number and expand the range of courses available.  It allows schools to: offer a complete high school program so that students can finish Grade 12 at their local school offer a broader range of electives to high school students offer courses that are of interest to only a few students

Online distance learning can also be used to respond to students with special needs.  It is a means by which schools can: provide enrichment for academically talented students.  It may be appropriate for these students to take more difficult courses, a greater number of courses, or to proceed through courses more quickly. support students who find high school challenging.  These students may need more time to complete a course, more practice and review, or more examples of the material being taught. support students with behaviour problems.  These students may need a high level of structure and may have limited ability to interact with other students.  provide quality education for students who are medically fragile.  The students may be able to attend school only part-time and may be at home or in hospital much of the time.

Although small rural schools often use online distance learning to extend and enrich their high school programs, online distance learning is by no means limited to rural schools.  Many urban schools also use online learning to provide specialized courses and to respond to students with individual learning needs.

Serving Students in Alternate Settings

Online learning can help boards of education respond to students who are learning in alternate settings outside of the traditional school.  Some examples include:

• Alternate schools of various types such as those for pregnant girls, teen moms and students with severe behavioural problems.
• Storefront schools where students tend to come and go according to their own schedules.
• Students who have dropped out of the traditional school, but are taking one or two courses at an alternate location like a First Nations office.

Teaching Students Online Learning Skills

Learning online is different from learning in the traditional classroom. Students need different learning skills and different interaction skills.  Many schools consider it their job to teach the skills associated with online learning so that students will be better prepared for the future.  The number of university and adult education programs being delivered online grows every day.  As well, the Internet offers many opportunities for informal learning and interaction with others.  Students who have online learning skills are better equipped for independent learning and collaborative problem solving throughout life.  Some schools require that all students take at least one course online, as part of a comprehensive program to teach online learning skills.

What Do You Think?
 

1.	(a)	How many students in your school division are taking courses online.  What grades and schools are these students in?
	(b)	What online courses are students taking?
	(c)	Why are students taking these online courses?
	(d)	Were you able to answer all the questions above.  If not, how can you get this information?
2.	What do you think about requiring all students to take at least one online course in order to develop online learning skills?

Table of Contents

The Board of Education

Thorough board planning is the key to a successful online distance learning  program.

Be sure that all your planning and all decisions you make about online distance learning are driven by educational need.  Ask always “How will this benefit students?”  Students and their well-being are always the primary consideration.  Beware of decisions that are driven by new technology or by a desire to keep up with other school divisions.

When you are planning for online distance learning and implementing programs consider:

• Staffing
• Program
• Funding
• Accountability
• Policy leadership

Table of Contents

Staffing

Staffing for online learning involves both hiring new staff with appropriate skills and experience, and providing inservice for people already employed by the school division.  Boards of education will need to consider three types of staff:  the site facilitator, technical staff and classroom teachers.

The Site Facilitator

Online distance learning is a three-way partnership among the student, the distance education teacher and the site facilitator.  The distance education teacher offers students subject-specific instruction and feedback online.  The site facilitator is a person with strong generic teaching skills who works with online students at the school level.

When planning for site facilitators, boards of education will need to address:

• Staff assignments – Will just one person be designated as a site facilitator in a specific school or will three or four people share this role?
• Site facilitator workload – Working as a site facilitator is a specialized and time-consuming responsibility.  Teachers who assume this role should carry only a partial teaching load in order to allow time to work with online students.
• Inservice for site facilitators – Inservice is often appropriate to enhance the knowledge and skills that site facilitators have acquired on their own.  University classes and workshops are traditional inservice opportunities.  It might be useful for a site facilitator to take a university class online to get a better understanding of how it feels to be an online student.  Site facilitators can also participate in online course development projects to better understand the complexities of developing good online courses.

Technical staff should be available to install hardware and software, and handle major breakdowns.  Although the site facilitator and students may be able to handle minor problems, their focus should be on learning, not on technical matters.

Two types of technical support are possibilities – computer technicians hired by the school board or a service contract with a local computer company.  The choice that you make will depend on the size of your school division, the complexity of your computer systems and the resources available.  In planning for technical staff, an important consideration is the speed with which problems are fixed.  Breakdowns should be fixed within a few hours, not days.

Classroom Teachers

It is important to plan for inservice for classroom teachers.  Classroom teachers can benefit from:

• information about the role of distance learning in the total school program
• an overview of what online learning is and the skills that students need
• information about how classroom instruction and online learning can complement each other.

Table of Contents

Program

When organizing an online distance learning program first do a needs assessment, then consider all the tasks that are part of implementation.

Needs Assessment

A needs assessment will help you determine whether online distance learning will enhance the educational program in your school division.  It will also help you identify the resources needed to implement an online learning program.
 

The first step in the needs assessment is to determine the extent to which there are unmet educational needs in your school division.  Ask questions like: Are we able to offer a complete high school program? How many electives and specialized courses do we presently offer?  Have students expressed interest in additional electives? Do we have students with special needs that are unmet or only partially met? Are some of our students learning in alternate settings? Do we have students who are interested in highly specialized courses?

The second step in the needs assessment is to match educational needs with online courses, the technology available and the staff resources available.  Ask questions like: What accredited, quality online courses are available to us?  How many of these courses would be appropriate for our situation? Do we have the necessary hardware and software to deliver online courses to students who can benefit from them? Are there teachers in our school division who have skills and experience with online learning? Do we have access to technical support – either a computer technician or a commercial repair service?

Program Implementation

The tasks that are part of implementing an online distance learning program include:

• purchasing, installing and testing hardware and software
• identifying the range of online courses and programs that are available to students and making students aware of their options
• selecting and training site facilitators
• developing plans to monitor program quality
• providing inservice to classroom teachers
• planning for technical supports
• informing students and parents about the program, explaining how it is different from traditional classroom instruction, and outlining its possible benefits.

Table of Contents

Funding

Planning for distance education includes financial planning.  You will need to provide for:

• hardware and software at each school
• maintenance of hardware and software – this can be done by hiring a computer technician or by contracting with a local service company
• upgrading of hardware and software – new software is constantly being produced and because each generation of software is more complex, new equipment is needed every few years
• the tuition costs for online courses being taken by students
• a site facilitator – full- or part-time, depending on the number of students participating in distance education
• costs associated with inservice for the site facilitator and classroom teachers
• the costs associated with a monitoring program to assess program quality
• the costs associated with ongoing parent involvement

Table of Contents

Accountability

Two important aspects of accountability are monitoring program quality and keeping parents informed.

Monitoring Program Quality

Boards of education are responsible for the quality of the educational program and for ensuring that the needs of all students are met.  Therefore, before you begin delivering online programs or courses, it is important to create a monitoring system to determine whether the programs are fulfilling their intended purpose.
 

At a minimum, a monitoring program should collect basic statistical information like: the number of students taking online distance education courses the grades online students are in the courses being taken the student completion rate (the percentage of online students who successfully finish their courses) the marks that students achieve in their online courses

A monitoring program might also collect more complex information like: students’ subjective impressions about their online experience parents’ opinions about the online program changes in student behaviour and attitudes that might be attributed to their online experience new skills that students have learned during their online experience the grades that are most successful and possible reasons for this success the type and amount of administrative and technical support being provided

Keeping Parents Informed

Most parents are interested in what their children are doing in school.  Involve parents as much as possible in planning for online distance learning and keep them informed about how the program is working.  Give parents opportunities to go online and to experiment with sample courses so they will know first-hand what their youngsters’ online experience is like.  It is important to let parents know that online distance learning is equal in quality to traditional classroom instruction, that it is simply a different way of delivering the learning program.

Parent involvement is an ongoing activity.  Each semester, there will probably be different students taking online courses and different parents to inform and involve.

Table of Contents

Policy Leadership

A board of education’s job is to govern those aspects of the education system that, under legislation or through practice, fall under its jurisdiction.  Most boards of education do this through policy leadership.  They develop policies describing the results they want to achieve, hold school division staff responsible for producing the desired results, and monitor progress to ensure that the desired results are being achieved (Thompson, 1999).

An Internet Acceptable Use Policy will provide direction for students, parents, teachers and administrators.  It will help ensure that students are protected from hazards of the Internet.

Internet Acceptable Use Policy

Most students who are learning online will use the Internet as a source of information.  They will search for answers to specific questions and do research for essays and other assignments.  An Acceptable Use Policy is a set of written guidelines outlining the terms and conditions of Internet use, rules of online behaviour, and access privileges.  An Acceptable Use Policy may take the form of an agreement that is signed by students, teachers, and, sometimes, parents.  Usually, the Acceptable Use Policy applies to all users of the Internet in the school or school division, not just to students who are doing research for online courses.

An Internet Acceptable Use Policy usually includes the following components:

• a description of the instructional philosophies and strategies to be supported by Internet access in schools
• a statement on the educational uses and advantages of the Internet in your school or school division
• a description of what constitutes acceptable and unacceptable use of the Internet
• a list of the responsibilities of educators, parents, and students when using the Internet
• a description of the consequences of violating the Acceptable Use Policy
• a disclaimer absolving the school division, under specific circumstances, from responsibility
• a statement reminding users that Internet access and the use of computer networks is a privilege
• a statement that the Acceptable Use Policy is in compliance with provincial and federal telecommunication rules and regulations
• a signature form for teachers, parents, and students indicating their intent to abide by the Acceptable Use Policy (Virginia Department of Education, n.d.).

1.	You are planning to implement an online distance learning program in your school division.  How will your staff requirements for next year differ from your present requirements?  Consider individual staff members needed, teacher workload and inservice.
2.	You are doing an assessment to determine the need for online distance learning in your school division.  What are some of the questions you will ask?
3.	You are setting up a program to monitor the quality of online distance learning programs in your school division?  What components will the monitoring program include?
4.	You want to be sure that parents are informed about and involved in online distance learning.  What actions do you take?

Table of Contents

The School

Planning for school-level organizational and administrative issues will help ensure that a distance education program goes smoothly.  Issues discussed below are:

• The site facilitator
• Location of computers
• Scheduling
• Labs and hands-on experiences
• Learning resources
• Student evaluation
• Creating a learning community
• Equity considerations

A site facilitator is key to student success in online distance learning.  Most experts report that students’ course completion rate increases dramatically when a site facilitator works regularly with students.

In traditional face-to-face classroom instruction, students interact directly with their teacher.  Online distance learning is a three-way interaction among the student, the distance education teacher and the site facilitator.

The distance education teacher teaches the course online.  This teacher provides instruction, feedback on work done and evaluation to the student.  The distance education teacher may also assign supplementary exercises or activities, or adjust the complexity of a student’s assignments, just as a classroom teacher does.

The site facilitator’s job is not to design or teach specific courses, nor to install and manage computer equipment, but rather to supervise and encourage students, to help students manage their time, to direct students to resources, and to teach online learning skills.

The site facilitator can be full-time, or can work part-time with distance learning students and carry another teaching assignment part-time.  It depends on the situation and the number of online distance learning students.    One person can assume the role of site facilitator or this role can be shared among two or three people.  When students are working in alternate settings or locations, the site facilitator model may need to be adapted.  Students in these situations, like most students, can benefit from face-to-face interaction.  They might discuss their online work with their classroom teacher or they might go to a regular school once or twice a week to participate in an online learning group.

Characteristics of a Good Site Facilitator

The site facilitator should:

• have good generic teaching skills.  These skills include asking open-ended questions, helping students break an assignment down into its component parts, recognizing when students need more or less challenge, directing students to appropriate learning resources.
• have good classroom management skills.
• have good organizational and project management skills.
• be positive and supportive, and able to encourage students.
• have considerable online skill.  The site facilitator should be an expert at using e-mail, searching the Internet, using bulletin boards and chat rooms, and word processing.
• be knowledgeable about the school division’s Internet Acceptable Use Policy.
• have skill and experience teaching students to assess the value and worth of information they find on the Internet.
• be able to troubleshoot minor technical problems.  The site facilitate is not expected to be a computer technician.  Installation of hardware and software and handling major problems should be the responsibility of a technical expert.  However, the site facilitator should be able to cope with minor problems.

The site facilitator’s job includes:

• Helping students establish and maintain a schedule for completion of their course.  At the beginning of each course, facilitator and student can survey the course and determine how much material the student will do each week.  A weekly or
• bi-weekly check will help ensure that students stay on schedule.
• Teaching online distance learning skills.  Some students may need instruction in using e-mail, maneuvering through a website, searching the Internet and the like.  Likely this will be done one-on-one with individual students, as the student needs the knowledge.  However, in some situations, it may be appropriate to teach mini-lessons to groups of students on specific skills.
• Encouraging online interaction.  Students are sometimes reluctant to contact their distance education teacher and online classmates. The site facilitator can make interaction easier by helping students with their first few online conversations.
• Teaching “netiquette”, that is, good manners and courtesy online.
• Setting up school-based online learning groups.  Two types of groups are possible:
• Subject specific groups – When two or more students are taking the same course online, it is useful to have those students meet regularly.  Students can ask questions of each other, share information, and learn from each other.
• Online skills groups – In many schools, students are taking different courses at different grade levels.  But they will still have their online learning experience in common and can learn from each other.
• Both these types of groups will go more smoothly if the site facilitator provides structure for the group by preparing a discussion guide, posing questions, identifying specific topics for discussion, or asking specific students to give demonstrations of certain online skills.
• Supervising students, for example:
• Ensuring that students are actually working on their class, not playing online games or surfing the shopping websites.
• Ensuring that students are doing their own work.  When students work together, they learn from each other, but little learning occurs if one student is doing most of another’s work.

Table of Contents

Location of Computers

The computers used for distance learning can be located in a central area like the school library or a computer lab, or they can be scattered throughout the school, a few in each classroom.  The approach that individual schools take will depend on the number of online distance learning students, the size of the school, and the number of computers available.

Locating the computers used for distance learning in one area, such as the school library or a computer lab brings online distance learning students together in one area.  This:

• helps create a school-level learning community because students can work together and help each other
• makes it easier for the site facilitator to supervise students and teach mini-classes on specific computer skills.

If computers in individual classrooms are used for online distance learning as well as for classroom activities, additional planning may be needed to bring distance learning students together for discussion and mini-classes.  In addition, the site facilitator’s job may be more complex.  The site facilitator may not be nearby when students have questions or problems, and it will be difficult for the facilitator to supervise students and check frequently on what students are doing.

Table of Contents

Scheduling

Scheduling for online learning includes two somewhat contradictory themes:  the need to timetable computer use and the need for unscheduled access to computers.

• There is a need to timetable computer use – Assigning individual students to specific computers at specific times helps ensure that all students get the computer time they need to complete their course.  It ensures that computers will be used most of the time and prevents situations where several students want to use the same computer at the same time.

Most online distance education courses are asynchronous – that is students sign onto the Internet at a time that is convenient for them.  At the school level, online courses are usually timetabled the same as other courses.  Students are required to be at the computer at a specific class period to work on their online course.  Providing this type of structure helps ensure student success.  Few students have the self-discipline to set aside time for their online class if left to their own devices.

A few online distance education courses are synchronous, that is students must sign on to the Internet at a specific time, on specific days.  It is essential that students taking these types of courses be assigned to a particular computer at a particular time, otherwise students will miss their opportunity to participate.
 

• There is a need for unscheduled access to computers – Some students may want to spend extra time on their online course, because they want to complete it quickly, because they need extra time and practice, or because they are doing in-depth work.  Ensuring that some computers are available for part of the day on a sign-up or first-come, first-serve basis will respond to these students’ needs.  As well, there may be some students in special circumstances who find it difficult to fit into the school’s schedule.  These students might include teen parents with family responsibilities, students who have frequent medical emergencies, or highly gifted students who are largely self-directed.  Open access to computers will be important to these students.

Table of Contents

Labs and Hands-On Experiences

Some science courses include lab kits.  Students are expected to work through certain activities and experiments.  Using glassware, chemicals, Bunsen burners and similar equipment can raise safety concerns.  It is important that students taking science courses be taught safety procedures by a science teacher at the school.  It is also important that students be supervised when they are using potentially dangerous equipment to ensure that proper safety precautions are followed.

Table of Contents

Learning Resources

Many online students will need access to learning resources  to meet course requirements.  Many online courses, like most face-to-face courses are resource-based.  Students are expected to do research and to collect information from a variety of sources.

Some of the resources needed may be available in the school library, but students will probably rely heavily on the Internet to locate the learning resources they need. The Internet contains a wealth of valuable information.  It also contains inaccurate and misleading material, and violent and pornographic material that is unsuitable for students.

An Internet Acceptable Use Policy sets out guidelines for the types of websites that are acceptable and non-acceptable.  However, students may need additional help in order to distinguish valid and factual sites from those that contain inaccurate information.  Some educators suggest using a filtering system to eliminate inappropriate sites and/or bookmarking sites for students to access.  Regardless of whether a filtering system is used, it is important to teach critical viewing skills, so that students can learn to make judgements about the appropriateness of websites for themselves.

The seven-step process described below will help students locate information on the web and evaluate the worth of what they find.  The steps in this process are:

1. Identifying the right questions – identifying a research topic and asking appropriate questions about the topic.
2. Organizing the search – gaining a basic understanding of the Internet – how it is organized, use of bookmarks and search engines.
3. Selecting appropriate search tools – identifying the search engines and key words to use, identifying individual websites or links that may produce useful information.
4. Analyzing online resources – determining whether a website and the information it contains is credible.
5. Analyzing, synthesizing, sorting and sifting – figuring out how the data collected fits into the problem, issue or topic the student is addressing.
6. Publishing new information – teaching students to create their own websites that share existing information or organize information in a new way.
7. Getting feedback – getting comments and additional information from others who view the website (Bailey & Lumley, 1999).

Table of Contents

Student Evaluation

Online courses, like all other courses, include mechanisms to evaluate student achievement.  As with other courses, students should know the basis on which they are being evaluated.  The student evaluation strategies used for online courses are similar to those used in traditional classrooms.  They include:

• Students’ daily work and assignments – Some or all of students’ marks or grades are usually determined by the quality of the routine assignments that students submit to their instructor.

• Portfolios – In some courses, students are required to prepare a portfolio of their work and submit it to their distance education teacher.  The portfolio can be an electronic portfolio that is submitted online or a traditional portfolio that is sent through the mail.  A portfolio usually includes descriptions of experiments, field trips or experiences, stories, poems, diaries and the like.  These are easy to send electronically. Portfolios may also include sketches, photographs, artwork, models, craft projects, recordings of the spoken word or music, and videotapes of student performances.  Some of these items can be sent electronically, for example, a sketch can be scanned, but some may have to be sent through the mail.

• Mid-term and final exams – In some courses, students are required to write mid-term or final exams.  These exams can be administered in a proctored classroom environment, or delivered online.  Specific courses may have various exam requirements.

• The following guidelines apply to administration of electronic tests:
• Be sure that the test area is quiet and that computers are arranged to ensure privacy.
• Test the computer equipment and Internet connection beforehand to be sure they are working properly.
• Arrange for a computer technician to be on site in case of a technology failure.
• Establish policies in case of a technology failure, such as computer crash or power disruption.  Are the responses to the test items saved or does the student need to begin the test again?
• Be sure that students know how to use the keyboard, computer program and other hardware and software that will be used to administer the test.
• Ensure that students don’t print or copy any of the test items and thus compromise future tests.
• Follow the test administration procedure specified by the course developer.  Administration requirements may include amount of time allocated for each section of the test, and reference material allowed in the test room (Wall, 2000).

Table of Contents

Creating a Learning Community

Two types of learning communities are possible with online distance learning:

• The online learning community is comprised of the student, his or her online classmates and the distance education teacher.  The focus of the online learning community is usually course content, exchange of ideas, and participation in shared projects.
• The school learning community is comprised of the student, other students in the school who are taking online courses and the site facilitator.  The focus of the school learning community is online learning skills.  Students can learn skills from the site facilitator and from each other.  When two or more students are taking the same online course, course content also becomes a focus for the school learning community.  Students in the same course can work together, share ideas and help each other.

Although the site facilitator may take a lead role in facilitating both these learning communities, everyone in the school, educational administrators, teachers and students alike, should be aware of their importance and can contribute to their success.

Table of Contents

Equity Considerations

With online distance learning, at least three types of equity considerations arise:

• Family income – Often students from low-income families do not have a computer at home and have few opportunities to develop computer and Internet search skills.  These students may be at a disadvantage because success in online distance learning depends partially on computer and Internet search skills.  Students who do not have a computer at home may need extra training, so that all students benefit equally.

• Students with varying levels of academic ability – Some students may need more time and more practice to learn online skills.  Similarly, students with low reading levels may find online learning difficult.  It may be appropriate to provide these students with extra instruction on computer skills and with reading development programs.  In today’s world, all young people, of all ability levels, need online skills.  Online learning should not be limited to average or gifted students.

• Equity between the genders – Some researchers suggest that boys receive greater encouragement to use computers in the classroom than do girls and that boys get more opportunities to work at the keyboard.  The stereotype of a boy working at the keyboard with a girl observing over his shoulder is common.

School-level responses to this concern may mean ensuring that girls and boys get equal time at the keyboard, as well as equal amounts of computer-related instruction and encouragement.

1.	How should the site facilitator and other teachers in the school work together?
2.	How can you provide face-to-face interaction for online students in alternate settings or programs, for example, students in a storefront school?
3.	What do you think is the most practical location in the school for computers used for online learning?
4.	When schools are scheduling computer use, should they give more time to students who do not have computers at home?  Why or why not?
5.	Some educators think that it is best to use a filtering system to block out inappropriate websites; some think students should use only sites bookmarked by a teacher.  Others think that it is important to teach students how to evaluate the accuracy and worth of a site.  What do you think?
6.	What can you, as a board member, do to help create communities of online learners?  What can school administrators, teachers and students do?
7.	What can you, as a board member, do to ensure that all students have equitable access to computers and to ensure that all students benefit equally from online learning experiences?

Table of Contents

The Online Student

Students need different skills to learn online than to learn in a traditional classroom setting.  This section of the guidelines identifies the skills needed for online learning and discusses how those skills can be taught.

Table of Contents

Online Learning Skills

To be a successful online learner, students need computer, reading, online interaction, and independent learning skills.  Each of these types of skills is discussed in more detail below.

Computer Skills

Students need to be able to:

• use a mouse
• use a computer keyboard
• send and receive e-mail with attachments
• use a word processor
• move through website content (for example, they must be able to enter and exit a website, and move from one page to another)
• search the Internet for information
• print information
• assess the reliability and accuracy of information found on the Web

Reading Skills

Most information in online courses is provided in written form.  Graphics, cartoons, music and the like provide additional information in some circumstances, but the written word is central to most courses.  Usually, student assignments are submitted in writing.  This means that in order to succeed in an online course, students must have good reading and writing skills.  Reading and writing skills are as important in the online environment as in a traditional classroom. With face-to-face instruction, even if students have trouble reading, they can learn a great deal by listening to the teacher and other students.  They can give their answers orally, if writing is difficult.  The possibility of verbal interaction is much less in an online course than in a face-to-face classroom.

Online Interaction Skills

Quality online programs are organized so that students can interact with their teacher and with each other.  Most of this interaction is done in writing through e-mail, chat rooms or online bulletin boards.  In this context students need to be able to:

• write clear, unambiguous messages.  Since facial expressions and other non-verbal cues that we often use to interpret verbal messages are missing online, clear writing is crucial.
• use “netiquette”.  The Internet has its own etiquette and its own forms of courtesy.  For example, using all capital letters is the equivalent of shouting and is considered rude in most situations.
• use “emoticons”.  Keyboard characters that express emotion.  For example happy :-), sad :-(.

Independent Learning Skills

Students taking courses online are expected to assume greater responsibility for their own learning than is the case in the traditional classroom.  Successful online students:

• organize their time in order to complete the course
• ask questions of their distance education teacher or site facilitator
• locate relevant information using the Internet or the school library
• persevere, even when faced with challenges, in order to complete the course.

Table of Contents

Teaching Online Learning Skills

Some students already have the skills necessary for online learning.  They have mastered these skills at home, through independent experimentation with the computer, or in earlier grades.

Other students will lack some of the skills needed for successful online learning and will look to the school for help.  Online learning skills, like many other academic skills, can be taught.  Students should not be expected to master these skills on their own.

There is no single “correct” approach to teaching online learning skills.  Every school will use a slightly different approach.  Certainly, the site facilitator will teach online learning skills, but so may the school librarian, language arts teachers, and regular classroom teachers.

Often, students help each other.  While students shouldn’t be expected to assume major teaching responsibilities, they often enjoy showing classmates how to do specific tasks on the computer.

Some schools will organize formal classes on online learning skills.  Others will teach these skills informally as the need arises.  Some schools will work from written lists of skills to be mastered; others will use an intuitive approach.  The approach used to teach online learning skills depends on the particular situation and the preferences of students and teachers.

Family computer literacy programs are also a possibility.  Family programs to teach writing and reading skills are common in the literacy field.  Sometimes children, parents and grandparents all learn together.  Other times, parents practice reading a story which they then read to their children.  A school-based family computer literacy program would enhance skills of both students and parents and also help keep parents informed about what their children are learning at school.

What Do You Think?
 

1.	In your school division, how are online learning skills taught?  Who teaches them?  Are they taught separately or integrated into other subject areas?
2.	Does your school division have an outline of online learning skills that students are expected to master at various ages or grades?
3.	In an ideal situation, how would online learning skills be taught?
4.	To what extent should students be responsible for teaching each other online skills?
5.	To what extent should parents be responsible for ensuring that their youngsters master online learning skills?

Table of Contents

Technical Considerations

Technology is changing very rapidly so specific information about types of computer hardware and software is not provided in these guidelines.  In addition, individual course providers may have specific technical requirements.  The following general tips apply to all types of hardware and software.

Technology is purchased and managed at both the school and school division level. Sometimes, several school divisions work together to purchase, install and repair computers and other electronic equipment.  It depends very much on the particular situation.  Each of the tips below can apply to a school, a school division or a group of school divisions.

• Be sure that all technology purchases are driven by education need.  Buy the hardware and software required to deliver the programs students in your school division need.  Don’t buy technology for its own sake.

• Recognize that there will be an ongoing cost for computer hardware and software.  This isn’t a one-time expense.  Software changes frequently.  Your equipment will have to be upgraded regularly as software changes and becomes more complex.

• Purchase hardware and software and enough bandwidth capacity to support moving graphics, splash pages, sound and other features that many courses use to enhance learning and to hold student interest.

• Purchase enough workstations so that students have convenient access.  One or two computers in the library won’t support a distance learning program.  If students have to wait or compete for computers, they will lose interest.

• Purchase high-speed Internet service if it is available in your area.  A quick response from the computer makes a course more engaging for students.  Some students will get bored and lose interest if they have to wait for the computer to respond.

• Provide for technical support and ongoing maintenance.  Technicians and other experts will be needed to install hardware and software, and to troubleshoot problems that arise.  Large school divisions might have computer people on staff.  Smaller school divisions might have a service contract with local experts.  Although the site facilitator and students may be capable of handling minor problems, they will not have the expertise or the time to install complex new hardware and software or to troubleshoot major problems.  Moreover, students’ and teachers’ first priority should be teaching and learning, not technical installations and repairs.  When planning for technical support and maintenance, the speed with which breakdowns are fixed is critical.  Problems should be fixed within hours, not days.  Nothing discourages students more than trying to work with a system that is always down.

• Test new hardware and software to see if it is working properly.  Newly installed hardware and software may have minor or major “bugs” of various sorts.  Be sure that all systems are operating well before students start working on them.  Students will lose interest if there are many error messages, repeating loops or frequent crashes in a new program.

• Stick with industry-wide standards for hardware and software.  Highly innovative products may be incompatible with the systems used by Internet service providers, course providers and other school divisions.  Choose products and systems that will give you maximum compatibility.

• Cooperate with other school divisions whenever possible to save money and improve efficiency.  There are many possibilities for cooperation including shared networks and bulk purchases of hardware and software.

1.	How was your school division provided for the ongoing cost of computer hardware and software?
2.	What technical support does your school division presently provide to its schools?  How is this support working?
3.	What kinds of cooperation with other school divisions might be possible in your situation?

Table of Contents

Learning More

Online distance learning is a complex topic.  It seems that the more you learn about it, the more there is to know.  Here are some questions to guide your exploration of online learning.
 

1.	What questions do you have about online distance learning?
2.	What kinds of experiences would help answer those questions?
3.	Who can you ask to get answers to some of your questions?
4.	What can the board of education, as a whole, do to further its members' knowledge about online distance learning?

Table of Contents

Table of Contents

Online Resources

Board of Education Policy Leadership

Thompson, L.  (1999).  Policy leadership.  Regina, SK:  Saskatchewan School Trustees Association.

General

Industry Canada.  Connecting Canadians

Connecting Canadians includes links to many sites that will be of interest to teachers and students.  A few include:

• Canada’s SchoolNet
• Canada’s SchoolNet Grassroots Program
• First Nations SchoolNet

Connecting Canadians also provides links to many publications relating to all aspects of Internet use.

The Media Awareness Network promotes and supports media education in Canadian schools, homes and communities.  It focuses on all media – radio and television, as well as Internet.  It provides many curriculum-related media and Web literacy teaching materials for teachers and students.

Virginia Department of Education, Division of Technology.  (n.d.). Acceptable use policies:  A handbook.  Richmond, VA: Author.

Safe Internet Use

Alberta Learning.  (2000).  Tips for safe Internet use.  Edmonton, AB:  Author.

Industry Canada. Connecting Canadians.  (2002).  Illegal and offensive content on the Internet:  The Canadian strategy to promote safe, wise and responsible Internet use.  Ottawa, ON: Author.

U.S. National Commission on Libraries and Information Science.  (1998).  Kids and the Internet.  The promise and the perils.  Practical guidelines for librarians and library trustees.  Washington, DC: Author..

Although written for library trustees, this publication is equally relevant to school trustees.

The glossary at the end of this document gives basic terminology.  For additional definitions, go to:

Canadian Broadcasting Corporation.  (1999).  CBC4Kids:  A glossary of key terms.  Ottawa, ON: Author.

CanConnect.  (n.d.)  CanConnect skills certificate:  Glossary of terms.  Ottawa, ON:  Industry Canada.  Connecting Canadians.

Industry Canada.  Connecting Canadians.  (2002).  Illegal and offensive content on the Internet:  The Canadian strategy to promote safe, wise and responsible Internet use:  Glossary of terms.  Ottawa, ON:  Author.

University of North Carolina at Chapel Hill.  School of Journalism.  (n.d.).  An Internet glossary.  Chapel Hill, NC:  Author.

Table of Contents

Glossary

This glossary provides definitions for all the technical terms used in this document, plus a few other common terms.

• Asynchronous learning – Students sign on to the Internet, access course materials and send messages to their teacher and other students, at a time that is convenient for them.  Students are not required to sign on to the Internet at a specific time.

• Attachment – A text, image or sound file that you attach to an e-mail message so that the receiver can view, save and retrieve the document.

• Bandwidth – The capacity and speed of a network.  Computer networks need higher bandwidth for audio and video than for e-mail.  There are two types of bandwidth.  Broadband is faster and is used for complex telecommunications.  Narrow-band is slower and is used for voice and fax communications.

• Bookmarks – A feature on your Web browser that allows you to save your favourite sites so that you can return to them easily.

• Browser – Software that allows you to search for specific information, view a web page and download materials.  Microsoft Internet Explorer and Netscape Navigator are examples of browsers.

• Bulletin board – A computer service that allows users to post messages that are read later by others.  Most bulletin boards focus on a specific issue or topic.  Similar to a newsgroup, except bulletin boards may be restricted to a specific group of people, for example, students enrolled in a class, while newsgroups can be accessed by the public.

• CD-ROM (Compact disc – Read only memory) – Laser-read disks that are often used to store computer software.  Can also be used to store sound and pictures.

• Chat room – An Internet service that lets users write messages to each other.  The messages appear instantly on the screen of other people who are in the chat room at the same time.

• E-mail – Electronic mail sent via the Internet.

• Emoticons – Combinations of keyboard characters that express emotion.  For example, happy :-); sad :-(.

• Filtering system – Software that screens material on the Internet and prevents users from accessing certain content.  Usually used to prevent children from accessing inappropriate websites or content.

• Internet – Millions of networks of computers connected together all across the world.  Components of the Internet include:  the World Wide Web, newsgroups, chat rooms, bulletin boards and e-mail.

• Internet Acceptable Use Policy – A policy established by a school board, hospital board, library board or other similar agency that outlines the purposes for which computers under its control may be used, and the type of content which may and may not be accessed.

• Internet service provider (ISP) – A business that provides the public with access to the Internet, usually for a fee.  The Sympatico service which operates in several Canadian provinces is an example of an ISP.

• Netiquette – Guidelines for courteous behaviour on the Internet.  For example, using all capital letters in a message is the equivalent of shouting and is considered rude.

• Newsgroups – A public Internet discussion group devoted to a single issue or topic.  Users post messages that are read later by others.  Users often have to subscribe to access a newsgroup.  Similar to a bulletin board, except that newsgroups can be accessed by the public and bulletin boards are often restricted to a particular group of people, for example, students in a specific course.

• Password – A secret word that is needed to access a school course or special service on the Internet.

• Search engine – An Internet site that allows you to search the Web for information by key words, names, categories, etc.  Yahoo, Google and AltaVista are examples of search engines.

• Splash pages – Pages on a website that flash on and off, or have parts that move around quickly.  Often used on the home page of a website to make it bright, catchy and interesting.

• Synchronous learning – Students sign on to the Internet at a specific time.  They receive course materials and messages in real time, that is, when the materials and messages are sent, and can respond immediately.

• User name – Some specialized computer services are available only to registered users or subscribers.  In order to access these services, users often have to provide their name (and sometimes also a password).

• World Wide Web (the Web or www) – The multimedia part of the Internet.  It allows you to view web pages that contain text, pictures, sound and video.  Although the Web is only one component of the Internet, the terms are often (and incorrectly) used interchangeably.

Table of Contents

References

Bailey, G. D. & Lumley, D.  (1999).  Fishing the net. Electronic School (a supplement to American School Board Journal), Vol. 186, No. 1/Supplement, A20-A23.

Barker, K.  (2002).  E-learning glossary.  Vancouver, BC:  FuturEd.  (Unpublished draft.)

Barron, A.  (1999).  A Teacher’s guide to distance learning.  Tampa, FL:  Florida Centre for Instructional Technology.

Canadian Broadcasting Corporation.  (1999).  CBC4Kids:  A glossary of key terms.  Ottawa, ON:  Author.

CanConnect.  (n.d.)  CanConnect skills certificate:  Glossary of terms.  Ottawa, ON:  Industry Canada.  Connecting Canadians.

Industry Canada.  Connecting Canadians.  (2002).  Illegal and offensive content on the Internet:  The Canadian strategy to promote safe, wise and responsible Internet use:  Glossary of terms.  Ottawa, ON:  Author.

Thompson, L.  (1999).  Policy leadership.  Regina, SK:  Saskatchewan School Trustees Association.

University of North Carolina at Chapel Hill.  School of Journalism.  (n.d.).  An Internet glossary.  Chapel Hill, NC:  Author.

Virginia Department of Education, Division of Technology.  (n.d.). Acceptable use policies:  A handbook.  Richmond, VA:  Author.

Wall, J. E.  (2000).  Technology-delivered assessment:  Guidelines for educators traveling the technology highway.  (ERIC/CASS Digest).  Greensboro, NC:  ERIC Clearinghouse on Counseling and Student Services.  (ERIC Document Reproduction Service No. ED 446 327)

Table of Contents

Back to: Instruction