Cowell Area School

Blended Learning via Video Conferencing for isolated students

Bob Combes & Jan Potter

Background & Context

• Eyre and Western District is a rural and remote area of South Australia with most schools more than 100 km from each other.

• In the senior secondary area of the schools there are relatively few students and access to subjects is limited to the qualifications and knowledge of the staff .

Eyre and Western District

Context• A key concern in establishing the program was

to ensure that students in all schools across the Eyre and Western District had access to a broad range of curriculum choices in their final two years of school, thereby retaining students at the smaller schools.

• To help lessen the impact on school and community through reducing populations and falling enrolments.

• Support small class sizes

Research Question

Will cross site mentoring in conjunction with the Blended Learning model facilitate the uptake of connected student learning across rural and remote learning communities? Can we make Blended Learning sustainable?

Blended Learning Model

Important Benefits

• The most important proposed benefits are cutting out the tyranny of distance and providing relevant and significant opportunities for our isolated students to access highly trained staff in their subjects of choice .

Methods

• Staff training occurred in the use of video conferencing and associated technologies

• Student survey/ interviews• Staff reflection on changes undertaken• Observation and noticeable evidence of

student engagement and outcomes

Outcomes

• Improved engagement with increased numbers of schools participating in Local Delivery

• Increased number of teachers participating in delivery of subjects; Arts, English, Geography, History, Mathematics, Psychology, Science and VET Aquaculture, General Construction

• Improved SACE Stage 1 & Stage 2 results

ReferencesMitchell, J, Hunter, J & Mockler, N., “Connecting classrooms in rural communities through interactive whiteboards”Australasian Journal of Educational Technology 2010,26( Special Issue,4) 464-476

Guidara, S. (2011) Digital Age Education: Why Blended Learning Works. Centre for Strategic Education Seminar Presentation, Melbourne, March 4 2011.

Kennewell, S. & Higgins, S. (2007). Introduction. Learning, Media and Technology, 32(3), 207-212.

MCEETYA (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs.

New South Wales Government (2009). Connected classrooms program. https://www.det.nsw.edu.au/strat_direction/schools/ccp/ [viewed 18 November 2013].

Green, H. & Hannon, C. (2007). Their space: Education for a digital foundation. London: Demos Foundation.

White, Gerald K., “Digital learning an Australian Research Agenda” 2008 http://research.acer.edu.au/digital_Learning/3