Factors Influencing International Student Success in a K-12 Blended Learning Program

Factors Influencing International Student Success in a K-12 Blended Learning Program

Annette Levesque (Canada eSchool, Canada) and Doug Reid (Grant MacEwan University, Canada)
Copyright: © 2017 |Pages: 16
DOI: 10.4018/978-1-5225-0507-5.ch005
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Abstract

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.
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Context For The Research

Canada eSchool is a private distance education high school which is designed for the educational needs of both Canadian and International students. The school is authorized by the Ministry of Education (MOE) in Ontario to offer credits towards the Ontario Secondary School Diploma (OSSD), and is a member of the Ontario Federation of Independent Schools. Canada eSchool uses a blended learning strategy with international students participating in its online program; at the end of the program successful students earn an OSSD.

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