Finding empirical studies of blended learning within the K-12 context was challenging enough but to find research that extended to at-risk students proved an even greater challenge. Many researchers have commented that at-risk students have become a significant percentage of the K-12 online and blended learning student population but there is a great lack of empirical research in support of this shift (Barbour, 2009; Repetto & Spitler, 2014). It is important to note that "students identified as at-risk often include students with disabilities" (Repetto & Spitler, 2014, p. 112). Therefore it is relevant to look at research that includes blended learning and students with disabilities. Since limited studies exist about best practices in blended learning for at-risk students, research on best practices within traditional or strictly online environments could also be looked at and extrapolated to the blended learning environment (Repetto & Spitler, 2014).
One 3-year case study of at-risk high school students working fully online points out that students “appreciate the opportunity to work ahead and study at their own pace” but they find it “a challenge to be responsible for their own learning and manage their time” (Lewis, Whiteside & Dikkers, 2014, p.1). Lewis et. al. (2014) suggest that “with proper support structures in place, students who are at-risk for dropping out can overcome challenges and find success in an online learning environment” (p.1). One of the support structures Lewis et. al. (2014) recommend is an individualized, face-to-face system that will support at-risk students with project management skills, monitor the learning process and one-on-one instructor tutoring.
The Sunchild E-Learning Community created a blended learning model that aligns with Lewis et. al.’s (2014) recommendations described above. The Sunchild E-Learning Community program is a blended self-paced approach to providing First Nations students access to quality education. Sunchild First Nation found that their students faced many challenges including “family and legal situations, time away from class and relocating to new homes and many students were adults wanting to “upgrade and build a better future while meeting their current schedules and responsibilities” (Vaughan, 2012, p.1). Mentors, to help students with organizing, scheduling, community building and tutorials, are now placed in the local learning centers to provide face-to-face support. Online teachers provide the same students with synchronous classes, tutorials and asynchronous content specific supports through a web-based learning management system and conferencing tools. Vaughan (2012) describes all of these supports as the “key to the academic success” of students in the program (p.12). This blended approach “helped First Nations students overcome major learning challenges such as remote locations, lack of access to digital technologies, high speed internet access, and quality teachers” (Vaughan, 2012, p. 12). The First Nations students in this study face similar challenges to many of the students found in Outreach schools. The results of this study would be valuable to Outreach schools in remote areas or small schools where one or two teachers run the whole show. It is important to pay close attention to some of the program concerns and recommendations described by Vaughan (2012): “roles and responsibilities of the online teacher in this program can become overwhelming”, the importance of creating a sense of community at the learning centers and there is a need for solid communication and tight feedback loops between mentors, online teacher and students (p.12).
Vaughan’s recommendation, that face-to-face supports in the blended learning model allow at-risk students to stay more on track with their learning, are consistent with the findings from Bond’s (2012) study on special needs students in a hybrid school setting. Bond’s (2012) study looks at different hybrid and online instructional models and identifies five keys areas that are associated with high student achievement, these are; “the existence of differentiated instruction, the presence of highly qualified, experienced teachers, the presence of a system of constant monitoring and accountability, providing students with opportunities to demonstrate learning in various ways, and opportunities for students to interact with peers and staff” (Bond, 2012, abstract p.1).
One 3-year case study of at-risk high school students working fully online points out that students “appreciate the opportunity to work ahead and study at their own pace” but they find it “a challenge to be responsible for their own learning and manage their time” (Lewis, Whiteside & Dikkers, 2014, p.1). Lewis et. al. (2014) suggest that “with proper support structures in place, students who are at-risk for dropping out can overcome challenges and find success in an online learning environment” (p.1). One of the support structures Lewis et. al. (2014) recommend is an individualized, face-to-face system that will support at-risk students with project management skills, monitor the learning process and one-on-one instructor tutoring.
The Sunchild E-Learning Community created a blended learning model that aligns with Lewis et. al.’s (2014) recommendations described above. The Sunchild E-Learning Community program is a blended self-paced approach to providing First Nations students access to quality education. Sunchild First Nation found that their students faced many challenges including “family and legal situations, time away from class and relocating to new homes and many students were adults wanting to “upgrade and build a better future while meeting their current schedules and responsibilities” (Vaughan, 2012, p.1). Mentors, to help students with organizing, scheduling, community building and tutorials, are now placed in the local learning centers to provide face-to-face support. Online teachers provide the same students with synchronous classes, tutorials and asynchronous content specific supports through a web-based learning management system and conferencing tools. Vaughan (2012) describes all of these supports as the “key to the academic success” of students in the program (p.12). This blended approach “helped First Nations students overcome major learning challenges such as remote locations, lack of access to digital technologies, high speed internet access, and quality teachers” (Vaughan, 2012, p. 12). The First Nations students in this study face similar challenges to many of the students found in Outreach schools. The results of this study would be valuable to Outreach schools in remote areas or small schools where one or two teachers run the whole show. It is important to pay close attention to some of the program concerns and recommendations described by Vaughan (2012): “roles and responsibilities of the online teacher in this program can become overwhelming”, the importance of creating a sense of community at the learning centers and there is a need for solid communication and tight feedback loops between mentors, online teacher and students (p.12).
Vaughan’s recommendation, that face-to-face supports in the blended learning model allow at-risk students to stay more on track with their learning, are consistent with the findings from Bond’s (2012) study on special needs students in a hybrid school setting. Bond’s (2012) study looks at different hybrid and online instructional models and identifies five keys areas that are associated with high student achievement, these are; “the existence of differentiated instruction, the presence of highly qualified, experienced teachers, the presence of a system of constant monitoring and accountability, providing students with opportunities to demonstrate learning in various ways, and opportunities for students to interact with peers and staff” (Bond, 2012, abstract p.1).