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State of the Nation:
K-12 E-Learning in Canada
2015 Abbreviated Edition
Michael K. Barbour
Sacred Heart University
Randy LaBonte
Canadian eLearning Network
Acknowledgements
Let me begin by thanking BCOnlineschool.ca, LEARN, Nelson Education Canada, and Virtual High
School (Ontario) for their generous support and sponsorship of this report. Their collective guidance,
suggestions and feedback were also helpful in compiling this report. A special thank you goes out to
the Manitoba First Nations Education Resource Centre for the publication of this document.
I would also like to thank the following individuals for providing information used in the creation of the
provincial and territorial proles.
Jim Tu & Eric Nippard – Centre for Distance Learning and Innovation
Sarah Hainsworth & Sue Taylor-Foley – Nova Scotia Department of Education and Early Childhood Development
Ghislain Bernard – Prince Edward Island Department of Education & Early Childhood Development
Mike Cusack & Lucie Pearson – New Brunswick Department of Education and Early Childhood Development
Marie-Eve Laviolette – Ministère de l’Éducation, du Loisir et du Sport
Todd Pottle – Ontario E-Learning Consortium; Steve Baker – Virtual High School; Darrin Potter – Keewaytinok Internet
High School
Shannon Horne & John Finch – Manitoba Education and Advanced Learning
Joanna Sanders – Saskatchewan Ministry of Education
Nicole McNally – Alberta Education
David Gregg, Christian Côté, Tim Winkelmans, Brian Jonker & Theo Vandeweg – British Columbia Ministry of Education
Chris Stacey – Yukon Education; Edward Frison – Aurora Virtual School
Blake Wile, Andrea Giesbrecht, Karen Willy & John Stewart – Northwest Territories Department of Education
Taylor Lavallee – Nunavut Department of Education
Jonathan Allen, Jason Lacelle & Susan Irwin – Indigenous and Northern Aairs Canada
Additionally, thanks to the key stakeholders from several of the provinces and territories that also
provided data and information that contributed to this report.
Michael K. Barbour
Founding Researcher, State of the Nation Report
Foreword
It is my pleasure to write the forward to this eighth edition of the State of the Nation: K-12 E-Learning in
Canada report on behalf of the Canadian eLearning Network (CANeLearn). This year’s report provides
an update on the 2014 data and abbreviated printed publication. It is intended to keep the data
published on our website accurate and timely (http://canelearn.net). We look forward to the return
of brief issue papers, vignettes, and expanded information about innovation and new approaches
emerging in online and blended practices in K-12 programs across Canada.
The State of the Nation: K-12 E-Learning in Canada report continues to be Canada’s unique benchmark
for the expanding use of technology-supported blended and online learning in Canada. CANeLearn
has become the key sponsor for this report and will continue to do so into the future. This past
academic year has shown a continued expansion of technology-supported education in online
programs, sustained and rapid growth in the use of digital and online learning environments as an
expansion of the traditional school classroom. These blended learning programs and environments (a
varied mix of classroom and online methodologies where students have some control over their own
learning) are increasing access, exibility and access to learning for students.
In the online learning programs, many have increased student engagement and course completion,
placing them on a par with traditional school results. In some cases, students who are taking at least
one or more of their high school courses online have a higher graduation rate than those that do not.
Canada continues to have the highest per capita student enrolment in online courses and programs
of any jurisdiction in the world. In addition, many jurisdictions are exploring how to leverage open
education practices, including the use and creation of open education resources (OER) and Creative
Commons licensing, to expand support and sharing to improve students’ success.
The State of the Nation: K-12 E-Learning in Canada report, and its publication on our website, provides
critical information and insight into how Canadian educational authorities and governments are
integrating technology-supported approaches to prepare students for today’s economy and a future
society in which the use of technology will be ubiquitous. This report provides a benchmark for
educators as it oers background, guidance and ideas for the improvement of policy and practice
in online and blended learning. CANeLearn is a proud supporter and partner of this research, its
publication and dissemination.
Michael Canuel
Chair, Canadian eLearning Network
Contents
Executive Summary 1
1. Introduction 2
1.1 Methodology 2
1.2 How to Read This Document 4
2. Dening E-Learning in Canada 5
3. National Overview 10
3.1 Newfoundland and Labrador (NL) 16
3.2 Nova Scotia (NS) 17
3.3 Prince Edward Island (PE) 18
3.4 New Brunswick (NB) 19
3.5 Quebec (QC) 20
3.6 Ontario (ON) 21
3.7 Manitoba (MB) 22
3.8 Saskatchewan (SK) 24
3.9 Alberta (AB) 25
3.10 British Columbia (BC) 27
3.11 Yukon (YT) 28
3.12 Northwest Territories (NT) 29
3.13 Nunavut (NU) 30
3.14 Federal 31
4. Bibliography 32
5. Appendix A 34
6. Appendix B 36
7. Call for Sponsors – 2016 State of the Nation: K-12 E-Learning in Canada Study 38
1 State of the Nation: K-12 E-Learning in Canada
Executive Summary
Current research in K-12 online learning in Canada has focused on dening distance learning and its
current strengths and weaknesses. Yet, the proliferation of technologies and digital learning spaces
has led to the emergence of new instructional strategies and digital learning practices for teachers in
many K-12 classrooms, both online and onsite. Traditional school-based classrooms are incorporating
technology-supported open learning options, creating “blended learning” opportunities where at
least part of instruction occurs in a classroom, part online at a distance to the teacher, both combined
with some element of choice in learning for students. For these emerging practices little is known
empirically, only anecdotally, as research into these practices has been limited or nonexistent,
particularly in Canada.
As you will nd in this publication, many provinces and territories in Canada have some reference to
distance education in their Education Act or Schools Act, the reference is typically used to describe
distance education or to enable the Ministry of Education to create, approve or regulate K-12 distance
education. However, few provinces and territories have any regulations describing online or blended
learning. Two exceptions may be Nova Scotia and British Columbia. In Nova Scotia distance education
is described in the collective agreement signed between the Government of Nova Scotia and the Nova
Scotia Teachers Union. British Columbia has the highest level of regulation for K–12 online learning,
featuring a structured system that allows students to freely choose any online course or program, and a
funding model where dollars follow student choice. BC also has dened and published standards and a
focus on quality for their online learning programs.
As digital learning practices expand, there is a clear need for further research and study in the
emerging eld of K-12 online and blended learning. Canada, as the second largest country in the
world, has a rich history of technology-supported distance learning strategies to bridge the country’s
geographic expanse. Yet, for the past decade Canadian educators actively embracing new learning
models and technologies have worked in relative isolation, sharing only locally at best. Given our rich
experience in online and distance learning, an investment in Canadian-based research would be wise,
and a national research model founded on the State of the Nation: K-12 E-Learning in Canada report
could foster, support, communicate and share research in a manner that reaches local practitioners,
not just academic journals.
This eighth edition of the State of the Nation: K-12 E-Learning in Canada report, combined with the
consolidation of Canadian research posted on the Canadian eLearning Network’s (CANeLearn) website
(see http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/), lays the foundation for
an expansion of critical research for Canadian K-12 practitioners of K-12 online and blended learning
practice and innovation. The 2015 report is a call for an expansion of research from Canada, including
written publications covering topics specic to blended and online learning, vignettes, features and
expanded information and stories about innovation and new approaches across Canada. CANeLearn
looks forward to continuing to take a lead role in supporting and partnering in this research, posting
this information on its website, and sharing it with members and educators across Canada and beyond.
2 State of the Nation: K-12 E-Learning in Canada
1. Introduction
This is the eighth annual State of the Nation: K-12 E-Learning in Canada report. Unlike previous editions
of this report – which were sub-titled “K-12 Online Learning in Canada,” this is the second time that
this study has been published by the Canadian eLearning Network (CANeLearn). Given this new
partnership between the State of the Nation: K-12 E-Learning in Canada study and CANeLearn, a not-
for-prot society with a mission to provide leadership that champions student success in online and
blended learning, the authors felt that a change in the name of the annual report was appropriate.
The new name is not simply a dierent way to tell the same story, but reects recent developments
and growing diversity in the eld of K-12 e-learning in Canada. The eld remains a loosely dened
form of educational delivery that encompasses varying levels of technology. At the K-12 level this
is operationalized in more traditional forms of distance education to online distance education to a
varying of blended learning models.
The 2015 State of the Nation: K-12 E-Learning in Canada report is an abbreviated study that examines
the nature of the governance and level of activity of K-12 distance, online and blended education
in each province and territory, as well as for First Nations, Metis and Inuit. Like the previous report,
it does not include the description of national trends in K-12 distance, online and blended learning;
additional vignettes to illustrate a variety of those individuals and programs providing those learning
opportunities; brief issues related to the provision of K-12 distance, online and blended education
in Canada; or the coast to coast-to-coast survey of each of the K-12 distance, online and blended
education programs across the country. These features have been involved in the online repository for
the State of the Nation: K-12 E-Learning in Canada study, which is available at:
http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/
This pattern will continue into the future, with the annual printed report containing a focus on simply
updating the level of activity and nature of regulation in each of the jurisdictions, and the online
repository including brief issue papers, vignettes, and the national individual programs survey.
1.1 Methodology
The methodology utilized for the 2015 study included:
• A survey that was sent to each of the Ministries of Education (see Appendix A for a copy of this
survey);
• Follow-up interviews to clarify or expand on any of the responses contained in the survey;
• An analysis of documents from the Ministry of Education, often available in online format.
3 State of the Nation: K-12 E-Learning in Canada
During that data collection process, ocials from the Ministries of Education in all thirteen provinces
and territories responded. The proles were constructed based on these survey responses, along with
information provided by key stakeholders involved in K-12 distance education in each respective
province or territory, and in some instances an analysis of available documents. Table 1 indicates the
history of data collection for the State of the Nation: K-12 E-Learning in Canada study.
Table 1. Data collection sources for the State of the Nation: K-12 E-Learning in Canada over the past six years
Jurisdiction 2008 2009 2010 2011 2012 2013 2014 2015
NL KS / DA MoE / DA DA MoE DA MoE / DA MoE / DA MOE
NS DA MoE / DA MoE / DA MoE / DA MoE / DA MoE MoE MOE
PE DA KS / DA MoE MoE MoE MoE MoE MOE
NB DA MoE / DA MoE MoE / DA MoE MoE MoE MOE
QC KS KS / DA MoE / KS MoE / KS MoE / KS MoE / KS MoE MOE
ON KS / DA KS / DA KS / DA MoE / DA MoE / DA MoE / KS MoE / KS KS / DA
MB KS MoE / DA MoE MoE MoE MoE MoE MOE
SK KS / DA MoE MoE MoE / KS MoE / KS MoE / KS MoE MOE
AB DA KS / DA KS / DA MoE MoE / DA MoE / DA MoE / KS MOE
BC MoE / DA MoE / DA MoE MoE MoE MoE MoE MOE
YT DA KS / DA MoE / DA MoE MoE MoE MoE MOE
NT DA MoE / DA DA MoE MoE MoE MoE MOE
NU DA MoE MoE MoE MoE MoE MoE / KS MOE / KS
Federal - - - - - AANDC / KS
/ DA
AANDC / KS INAC / KS
MoE – Ministry of Education, KS – Key stakeholders, DA – Document analysis, AANDC – Aboriginal Aairs & Northern
Development Canada/INAC – Indigenous and Northern Aairs Canada
Prior to publication drafts of each prole were provided to the Ministries along with any key
stakeholders that provided information for the prole. These individuals were given the opportunity
to suggest revisions, most of which were accepted by the author (and all of which were seriously
considered).
4 State of the Nation: K-12 E-Learning in Canada
1.2 How to Read This Document
The goal of the 2015 State of the Nation: K-12 E-Learning in Canada report is to provide an overview of
the state of K-12 e-learning in Canada. K-12 e-learning is broadly dened to include all forms of K-12
distance education, as well as blended learning that may occur within the context of a face-to-face
setting. As this focus on e-learning is new to the 2015 State of the Nation: K-12 E-Learning in Canada
report, with previous reports focusing on K-12 online learning in Canada, the report begins with a brief
issue paper that examines the nature, development, and nomenclature in the eld. This brief issue
paper is followed by a national overview of K-12 distance education in Canada and a discussion of the
nature of regulation and level of activity in each provincial, territorial, and federal jurisdiction. Each
prole includes:
• a description of the K-12 e-learning programs and their level of activity, and
• the nature of regulation (with a focus on any updates from the 2014 report).
Finally, the report concludes with any references that are used, a copy of the ministerial and individual
program surveys, and a call for sponsors for the 2016 State of the Nation: K-12 E-Learning in Canada
study.
In addition to the written report, the 2015 State of the Nation: K-12 E-Learning in Canada report includes
a supporting website that is available at:
http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/
The website is designed to provide a more developed version of the proles for each of the provinces,
territories, and federal jurisdictions. These proles include:
• a description of the K-12 e-learning programs and their level of activity;
• the nature of regulation (i.e., a more overall perspective, as opposed to an annual updating of
material);
• a discussion of how jurisdictions treat inter-provincial and international distance education;
• a history of K-12 distance education (to be added throughout 2015-16);
• the most recent responses to the individual program survey (see Appendix B for a copy of this
survey);
• a variety of vignettes related to that jurisdiction; and
• any brief issue papers that have been produced specic to that jurisdiction.
It is our goal that, beginning with the 2016 State of the Nation: K-12 E-Learning in Canada report,
each annual published report will become an abbreviated update of changes that have occurred in
each jurisdiction from the previous year. However, the online version of the State of the Nation: K-12
E-Learning in Canada report will continue to be a comprehensive resource for e-learning in each
jurisdiction.
5 State of the Nation: K-12 E-Learning in Canada
2. Dening E-Learning in Canada
The annual study of K-12 distance education in Canada – or the annual State of the Nation: K-12
Online Learning in Canada report – began in 2008 with the aim of providing needed exposure to the
proliferation and developments in K-12 distance learning in Canada. In that rst report, the authors
noted that “to date, most of what [was] known about K-12 online learning from the media and
literature [was] focused upon experiences in the United States. However, virtual schooling rst began
in Canada…” (Barbour & Stewart, 2008, p. 4). Even from this initial background, an astute reader will
note the use – and potential confounding – of the terms K-12 distance education, K-12 online learning,
and virtual schooling.
Over the past seven editions of the State of the Nation: K-12 Online Learning in Canada report, the
authors have used the term “K-12 online learning” in the title. However, the report itself has provided
information on all forms of K-12 distance education – including correspondence, audiographics/
telematics, videoconferencing, and online learning (which has also been referred to as virtual schooling
and cyber schooling at times). In recent years, the authors have also referenced blended learning
activity in various jurisdictions.
The purpose of this brief issue paper is to begin to clarify the focus and intent of this annual study.
This paper begins with a historical discussion of how K-12 online learning has been dened in early
national and international surveys. Next, this paper describes the introduction of blended learning to
these national surveys of K-12 online and blended learning. Finally, this paper denes the term K-12
e-learning, and outlines the rationale and description for its use for the annual State of the Nation: K-12
E-Learning in Canada study.
Dening K-12 Online Learning
In his landmark study – as a part of his Virtual High Schools: State of the States report – Tom Clark (2000)
wrote that:
A “virtual high school” is here dened as “a state approved and/or regionally accredited school
oering secondary courses through distance learning methods that include Internet-based
delivery.” Distance education might be formally dened as “formal education in which a majority
of instruction occurs while teacher and learner are separate” (Verduin & Clark, 1991). Distance
education or distance learning use delivery methods that include independent study, also known
as correspondence study or study by mail, as well as videoconferencing, Internet, and computer-
assisted instruction, and other instructional technologies. These days, most writers are thinking only
of the electronic delivery methods when they use the word “distance.” “Virtual” began as a term for
computer-based simulated real-time environments, such as “virtual reality.” A few years ago, “virtual
6 State of the Nation: K-12 E-Learning in Canada
learning” was used synonymously with “distance learning” to describe instruction delivered remotely
via technology, but now it is increasingly used to refer to Internet-based learning. (pp. 1-2)
A year later, in his Virtual schools: Trends and Issues report, Clark (2001) used the same denition to
describe the phenomenon that would become K-12 online learning in the United States: “a state
approved and/or regionally accredited school oering secondary courses through distance learning
methods that include Internet-based delivery” (p. 1).
With support provided by Learning Point Associates, along with the Colorado Department of
Education, Illinois Virtual High School, and Wisconsin Virtual School, Watson, Winograd, and Kalmon
(2004) published the rst Keeping Pace with K–12 Online Learning: A Snapshot of State-Level Policy and
Practice report. The study was designed to answer two research questions:
1. What online learning activity is occurring at the K–12 level within the state?
2. What state-level policies and other guidance are being developed in order to monitor or
regulate the development of online learning programs?
For the purposes of this study, online learning programs were dened as:
An educational organization that develops and oers online instruction and content. An online
learning program may be a cyberschool, or it may provide supplementary learning opportunities for
students enrolled in physical schools or cyberschools. (pp. 10-11)
This initial study was an abbreviated national study, which focused only on 22 dierent states. The
following year, Learning Point Associates published a complete national Keeping Pace with K–12 Online
Learning: A Snapshot of State-Level Policy and Practice report, where Watson and Kalmon (2005) used the
same denition for online learning program.
Watson and Ryan (2006), which was the rst year the North American Council of Online Learning
(NACOL) – later the International Association of K-12 Online Learning (iNACOL) – was involved with
the Keeping Pace with K–12 Online Learning: A Snapshot of State-Level Policy and Practice report, dened
online learning as “education in which instruction and content are delivered primarily via the Internet.
Online learning is a form of distance learning” (p. 134). Further, they dened virtual schools and cyber
schools as “an online learning program in which students enroll and earn credit towards academic
advancement (or graduation) based on successful completion of the courses (or other designated
learning opportunities) provided by the school” (p. 134).
That same year, NACOL conducted their rst international study, International Perspective of K-12 Online
Learning, where they described K-12 online learning as including:
A range of web-based resources, media, tools, interactivity, and curricular or instructional
approaches. Internationally, a variety of terms are used to describe online learning – including
distance education, virtual schools, virtual learning, e-learning, electronic learning. In general, the
7 State of the Nation: K-12 E-Learning in Canada
common theme is that this type of learning takes place over the Internet. (Powell & Patrick, 2006, p. 3)
This denition broadened the scope of K-12 online learning to include many dierent forms of
K-12 distance education – including more traditional delivery mediums (e.g., correspondence,
audiographics/telematics, videoconferencing, etc.).
It was in this environment that the rst State of the Nation: K-12 Online Learning in Canada report was
published by NACOL. Barbour and Stewart (2008) described the report as the Canadian version of the
annual Keeping Pace with K–12 Online Learning: A Snapshot of State-Level Policy and Practice reports.
Further, the authors indicated that they were utilizing the denitions outlined in the Virtual Schooling
Glossary and Denitions project (see http://virtualschool.wikispaces.com/glossary), which used the
Clark (2001) denition for virtual schooling and the Watson and Kalmon (2005) online learning.
However, in the actual report the authors provided information on the state of K-12 distance education
in a more broadly dened manner, consistent with the description of K-12 online learning provided by
Powell and Patrick (2006).
Dening K-12 Online and Blended Learning
In 2012, Watson, Murin, Vashaw, Gemin, and Rapp (2012) updated the name of their annual study to be
the Keeping Pace with K–12 Online and Blended Learning: A Snapshot of State-Level Policy and Practice
report (emphasis added). At this stage in their annual study, the authors were using the following
denitions:
Online learning is teacher-led education that takes place over the Internet, with the teacher
and student separated geographically, using a web-based educational delivery system that
includes software to provide a structured learning environment. It may be synchronous
(communication in which participants interact in real time, such as online video) or
asynchronous (communication separated by time, such as email or online discussion forums). It
may be accessed from multiple settings (in school and/or out of school buildings).
Supplemental online programs provide a small number of courses to students who are
enrolled in a school separate from the online program.
Fully online schools, also called cyberschools, work with students who are enrolled primarily
(often only) in the online school. Cyberschools typically are responsible for their students’
scores on state assessments. In some states, most full-time online schools are charter schools.
For blended learning, we are using the Innosight Institute denition: “A formal education
program in which a student learns at least in part through online delivery of content and
instruction with some element of student control over time, place, path, and/or pace, and at
8 State of the Nation: K-12 E-Learning in Canada
least in part at a supervised brick-and-mortar location away from home.” (emphasis in original,
p. 7)
Part of the rationale for this expansion to include both online and blended learning was that “as online
learning evolves into new models that include blended learning, personalized instruction, portable
and mobile learning, and computer-based instruction (CBI), other dening dimensions come into play
as well.” (p. 9)
At the same time, Barbour (2012) reported in the State of the Nation: K-12 Online Learning in Canada
that:
Even though it isn’t necessarily seen as a part of or an extension to K-12 online learning, blended
learning is often advanced through K-12 online learning initiatives. For example, in Newfoundland
and Labrador, New Brunswick and Ontario the asynchronous course content developed for their
online learning programs has been made available to classroom teachers to use with their own
students. In Ontario, 2011-12 was the rst year classroom teachers have been able to use the
asynchronous course content in the provincial learning management system. As such, the level of
activity these classroom users represented is still unknown. However, in New Brunswick more than a
third of the enrollments in the provincial learning management system are from classroom teachers
and students using the content in a blended fashion. Similarly, while the Learn program in Quebec
serves approximately 5300 students engaged in its distance education programs, it has more than
150,000 enrollments from classroom teachers and students using asynchronous course content. Due
to the fact that blended learning is generally not seen as part of K-12 distance education, the State of
the Nation: K-12 Online Learning in Canada study has continued to exclude these numbers from the
participation statistics. (p. 15)
This represented a departure between the two national reports, with the American report combining
K-12 online and blended learning and the Canadian report continuing to focus more on various forms
of K-12 distance education. While blended learning was occurringacross Canada, practitioners did
not necessarily consider it part of the distance education or online learning movement. “Within the
Canadian context blended learning is largely considered anextension of eective ICT, or eective
technology integration” (p. 15). While the State of the Nation: K-12 Online Learning in Canada report
since 2012 has not reported on K-12 blended learning participation, it has attempted to describe some
of the activity that is occurring in various provinces and territories.
Dening K-12 E-Learning
In 2014, Watson, Pape, Murin, Gemin, and Vashaw (2014) updated the title of their annual report to
Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. The authors outlined the
rationale for this change as:
9 State of the Nation: K-12 E-Learning in Canada
Digital learning is replacing the previous reference to online and blended learning. This seemingly
small word change signies a signicant evolution in the landscape, and a major change in the way
we are analyzing and reporting on it…. the broader digital learning landscape continues to shift in
many ways, including the exploding growth of new digital learning technologies and products, the
changing and merging ways these resources are used, and shifting levels of usage within the various
sectors of the K–12 education industry. (p. 4)
This new name represented the third change in title over the past four annual reports, which was also
indicative of the changing nature of the eld of K-12 online and blended learning.
2014 was also the same year that the Canadian eLearning Network (CANeLearn) began publishing
the State of the Nation: K-12 Online Learning in Canada report. The mission of CANeLearn is to provide
leadership that champions student success by supporting organizations and educators involved in
online and blended learning through networking, collaboration, and research opportunities. With a
focus on K-12 online and blended learning, CANeLearn’s vision of e-learning is consistent with the New
Zealand Ministry of Education, which defined e-learning as “learning and teaching that is facilitated by
or supported through the smart use of information and communication technologies” (New Zealand
Ministry of Education, 2006, p. 2).
Beginning in 2015 the annual study of K-12 distance, online and blended learning policy and practice
in Canada will be known as the State of the Nation: K-12 E-Learning in Canada report. The use of the term
“e-learning” to describe distance, online and blended learning is consistent with the name and focus of
its sponsor – CANeLearn. The term “e-learning” is also consistent with other Canadian organizations. For
example, the Canadian Council for Learning (2009) dened e-learning as:
The application of computer technologies to education. E-learning can take many forms, whether it is
used face-to-face in classrooms, as a required part of classroom activities or course work (e.g., online
discussions), or to deliver a course fully online. E-learning can include distance education as well as
traditional in-class instruction. (Canadian Council for Learning, 2009, p. 4)
This denition came from their State of E-Learning in Canada report, which focused on e-learning in the
K-12, higher education, and corporate sectors in Canada.
For the purposes of the State of the Nation: K-12 E-Learning in Canada annual study, e-learning will
be dened to include all forms of K-12 distance education (e.g., correspondence, audiographics/
telematics, videoconferencing, and online learning), as well as identied instances of blended learning.
This change will mean that even though many educators in Canada still consider blended learning a
form of technology integration, the researchers for the State of the Nation: K-12 E-Learning in Canada
report will attempt to identify and describe the level of activity and nature of regulation for blended
learning in each province and territory.
10 State of the Nation: K-12 E-Learning in Canada
3. National Overview
Single provincial program
Primarily district-based programs
Combination of provincial and district-based programs
Use online learning programs from other provinces
11 State of the Nation: K-12 E-Learning in Canada
Level of Activity
Students from all thirteen provinces and territories continue to participate in K-12 distance, online,
and blended learning opportunities. This is not to say that all thirteen jurisdictions have individual
programs in operation, as there are no programs in Prince Edward Island or Nunavut. The landscape of
Canadian K-12 distance, online, and blended learning continues to change – but only in slight ways.
The total K-12 population in Canada for 2014-15 was approximately 5.2 million students. Based on
actual and estimated enrollment data, the number of students engaged in K-12 distance education
was approximately 320,000.
Table 2. Summary of the K-12 distance education regulation by jurisdiction for 2014-15
Province/Territory # of K-12 students # enrolled in distance
education
Percent involvement
NL 67,293 947 1.4%
NS 119,383 ~2,300 1.9%
PE 20,131 44 <0.1%
NB 98,906 ~2455 2.4%
QC 1,132,506 ~43,736 3.9%
ON 2,003,253 ~87,000 4.3%
MB 182,073 ~9,500 5.2%
SK 175,202 ~15,000 8.6%
AB 616,375 ~75,000 11.4%
BC 633,428 78,499 12.4%
YT 5,122 421 8.2%
NT 8,204 150 1.8%
NU 9,728 96 1.0%
Federal 106,500 ~2,000 1.9%
Total 5,178,104 317,148 6.1%
The highest level of activity in distance education by raw numbers is in Ontario (based on recent
estimates), but by proportion of students involved British Columbia continues to lead the country.
In both jurisdictions there are a substantial number of district-based public programs, along with
a signicant number of independent or private programs. Estimates also continue to indicate that
Alberta also has a higher than average level of participation in K-12 distance education. It should be
noted that the level of activity in both Ontario and Alberta are estimates, which were derived from
extrapolating data received through the individual program survey (as well as comparing that data
from previous years to determine if any or what level of growth has occurred). As such, these estimates
12 State of the Nation: K-12 E-Learning in Canada
may be inaccurate without the collection of reliable data by the Ministry. Signicant growth continues
to be seen in the Yukon, which is likely due to the continued development of its own K-12 distance,
online, and blended learning programs. Other jurisdictions remain relatively consistent with their level
of participation.
It should be noted that 317,148 or 6.1% K-12 students enrolled in some form of distance education
during the 2014-15 school year represents a slight decrease from the previous school year (i.e., 332,077
or 6.2% students). We do not believe that this slight decrease represents a slowing of the growth of
distance education and e-learning. We believe that this slight decrease represents the variability in
the accuracy of data collection by the individual provinces and territories, as well as by the researchers
for this study. For example, if you compare the level of activity in Quebec from 2013-14 (i.e., ~70,500
students) to 2014-15 (i.e., ~43,736) (see Table 3 below). Both of these gures were approved by the
Ministère de l’Éducation, du Loisir et du Sport at the time. However, during the data collection phase for
2014-15 the Ministère indicated that the 2013-14 gure of ~70,500 represented the total number of
enrollments, not the total number of students. This dierence of 26,764 students represents more than
the 14,929 student decrease in overall level of activity from 2013-14 to 2014-15.
Table 3. Summary of the K-12 distance education regulation by jurisdiction for 2013-14 and 2014-15
2013-14 2014-15
Province/Territory # enrolled in distance
education
Percent involvement # enrolled in distance
education
Percent involvement
NL 884 1.3% 947 1.4%
NS ~2,720 2.2% ~2,300 1.9%
PE 108 0.5% 44 <0.1%
NB 2615 2.6% ~2455 2.4%
QC ~70,500 5.4% ~43,736 3.9%
ON 78,095 3.9% ~87,000 4.3%
MB ~12,000 6.0% ~9,500 5.2%
SK ~10,000 15.8% ~15,000 8.6%
AB ~75,000 12.2% ~75,000 11.4%
BC 77,912 12.3% 78,499 12.4%
YT 182 3.5% 421 8.2%
NT 228 2.8% 150 1.8%
NU 33 <0.1% 96 1.0%
Federal ~1,800 0.1% ~2,000 1.9%
Total 332,077 6.2% 317,148 6.1%
Based on our data, we believe the use of K-12 distance, online and blended learning continues to increase in Canada (see
Table 4).
13 State of the Nation: K-12 E-Learning in Canada
Table 4. K-12 distance education student enrollment in Canada
Year # of distance education students % of students engaged in distance education
1999-2000 ~25,000 0.5%
2008-09 ~140,000 2.7%
2009-10 150,000-175,000 2.9%-3.4%
2010-11 207,096 4.2%
2011-12 245,252 4.9%
2012-13 284,963 5.2%
2013-14 290,18515.4%
2014-15 317,148 6.1%
1 Revised based on feedback from the Ministère de l’Éducation, du Loisir et du Sport
As the data indicate, it is dicult to ascertain the exact level of growth. Note that the rst two levels
of activity surveys generated estimated totals and the third survey provided a range of totals. While
the total from 2010-11 to the present have been provided as a specic gure, this data is no less an
approximation than the earlier estimates.
The fact is that better data are needed. The number of jurisdictions that track and are only able
to provide specic data concerning the level of activity of distance education and online learning
continues to decrease.
Interestingly, one area where jurisdictions are beginning to track data at a higher rate is blended
learning. Some jurisdictions have always been able to report some level of blended learning activity.
For example, New Brunswick has always tracked the number of classroom-based student users in
their learning management system that were accessing the Ministry’s course content. Since the
addition of a blended learning focus to their Provincial e-Learning Strategy, Ontario has been able to
provide an approximate gure to represent the number of unique blended learning logins in their
system. Within Quebec, the LEARN program has always tracked the number of students accessing
their blended learning asynchronous services. However, this past year we have seen the addition
of several jurisdictions beginning to track this information. For example, Nova Scotia has begun to
provide the number of users for their Google Apps for Education and their blended learning platform.
Similarly, the Yukon is now tracking and providing data on the students accessing both of the blended
learning program options. The level of blended learning activity from just these ve jurisdictions was
approximately 361,517 students or 7.0% of the total K-12 student population in Canada, but 10.8% of
the K-12 students in those ve particular jurisdictions.
14 State of the Nation: K-12 E-Learning in Canada
Nature of Regulation
There has been little change in the nature of regulation governing K-12 distance education, online and
blended learning over the past school year.
Table 5. Summary of the K-12 distance education regulation by province and territory
Province/Territory Type of Regulation Nature of Regulation
NL None
NS Collective agreement • Provisions related to workload, professional development
and quality of life issues
PE Ministerial directive • Guidelines for the use of distance education
NB Policy handbook • Outlines responsibilities for distance education
stakeholders at all levels
QC None
ON Ministerial contracts and policy
handbook
• District school boards agree to follow the policies outlined
in the Provincial E-Learning Strategy
MB Legislation and policy
handbook
• Minister of Education can approve distance education
• Regulations are related to the use of the Ministry distance
education options
SK None
AB Legislation and policy
handbook
• Minister of Education can make regulations related to
distance education
• Regulations primarily focus on amount of instructional
time
BC Legislation and Ministerial
contracts
• Substantial regulations related to funding, quality and
almost all other aspects of the delivery of distributed
learning
YT Legislation and memorandums
of understanding
• Minister of Education can approve distance education and
charge student fees for such courses
• Individual agreements are between the territorial
government and individual distance learning providers
NT
Legislation, policy handbook
and memorandums of
understanding
• Allows education authorities to create or engage in
distance education programs
• Provides series of requirements for distance education
programs
• Individual agreements are between the territorial
government and individual distance learning providers
NU Legislation and memorandums
of understanding
• Denes what constitutes distance education
• Individual agreements are between the territorial
government and individual distance learning providers
Federal None
15 State of the Nation: K-12 E-Learning in Canada
Many provinces and territories continue to have some reference to distance education in the Education
Act or Schools Act. In most instances these references simply dene distance education or give the
Minister of Education in that province or territory the ability to create, approve or regulate K-12
distance education. Many of these references have also become antiquated, given the present realities
of K-12 distance, online, and blended learning.
In many jurisdictions there exist no additional regulations beyond those contained in the Education
Act or Schools Act. In jurisdictions where regulation does exist, one trend is the use of contracts or
policy handbooks to regulate K-12 distance, online, and blended learning. In most instances these
handbooks are in jurisdictions where schools participate in some form of province-wide program and
the handbook outlines the requirements for participation in that program.
The two exceptions to these general trends continue to be Nova Scotia (e.g., collective agreement
signed between the Government of Nova Scotia and the Nova Scotia Teachers Union) and British
Columbia (e.g., section 3.1 and section 75 (4.1) of the School Act, 2006, as well as section 8.1 of the
Independent School Act, 2006).
Finally, the main change in the nature of regulation of K-12 distance education was at the federal
level. At present, Indigenous and Northern Aairs Canada (INAC) has no specic regulation related to
K-12 distance education programs. In the past, INAC would enter into agreements with some of the
individual First Nations, Metis, and Inuit distance learning programs. These direct service agreements
ceased at the end of the 2014-15 school year.
16 State of the Nation: K-12 E-Learning in Canada
3.1 Newfoundland and Labrador (NL)
Population: 526,977
Number of K-12 Schools: 262
Number of K-12 Students: 67,293
Number of K-12 E-Learning Programs: 1
Number of K-12 E-Learning Students: 947
K-12 E-Learning Programs
The Centre for Distance Learning and Innovation (CDLI) is the sole provider of K-12 distance education
in the province. During the 2014-15 school year there were 947 students registered and 1718 course
registrations in 38 dierent courses representing 115 dierent schools. Distance learning at the K-12
level is predominantly a synchronous delivery model, with minimal asynchronous instruction. The
CDLI also oered online course reviews for students specic to 14 public examinable courses. The
reviews utilized recorded instruction and solutions to sample questions related to provincial learning
outcomes.
While blended learning occurs primarily at the post-secondary level in Newfoundland and Labrador,
the CDLI does allow any provincial educator, including classroom teachers, to register in their portal
and use the CDLI’s asynchronous course materials with their face-to-face students. While the CDLI does
track the number of educators that are registered in the portal, an account in the system does not
necessarily mean that the person uses the resources in their classroom. During the 2014-15 school year,
there were 6240 teacher registrations and 221 principal registrations in the CDLI portal.
Governance and Regulation
At present the CDLI operates within the Primary, Elementary and Secondary Branch of the
Department of Education and Early Childhood Development. It receives a block funding allocation
from the provincial government that funds the administration, all teacher and sta salaries, course
development activities, Internet/network connectivity costs for schools, K-12 technology integration
for the provincial K-12 school system. The CDLI also purchases and deploys all hardware and software
required for the delivery of its online learning program, including all required computer equipment,
videoconferencing equipment and other learning resources that enhance the distance learning
experience.
At this time there is no language in theEducation Actrelated to K-12 distance education. There are
also no policies or regulations specically related to K-12 distance education within the Ministry of
Education beyond those utilized by the CDLI itself. The Ministry of Education continues to track the
method of delivery that students complete their studies and this data is available through the K-12
School Prole System.
17 State of the Nation: K-12 E-Learning in Canada
3.2 Nova Scotia (NS)
Population: 942,926
Number of K-12 Schools: 395
Number of K-12 Students: 119,383
Number of K-12 E-Learning Programs: 2
Number of K-12 E-Learning Students: ~2,300
K-12 E-Learning Programs
There are two distance education programs in the province. First, the Nova Scotia Virtual School (NSVS)
provided online courses to approximately 800 students from the eight English-speaking school boards
and the Conseil scolaire acadien provincial during the 2014-15 school year. Second, the correspondence
studies program provided courses to approximately 1,500 students enrolled in courses through
correspondence study program. Close to half of these students attend a public school while the other
half are adult students, home-schooled students or students living outside of Nova Scotia. Currently,
work is ongoing to transition these correspondence courses to an online delivery format.
There were also a number of blended learning initiatives in Nova Scotia that are being implemented
in the school system. There are increasing expectations that students at all grade levels will utilize
technology and online resources to demonstrate achievement of curriculum outcomes. For example,
Google Apps for Education is now available to all students, teachers, and administrators province-
wide and there are approximately 54,000 active Google accounts on the server. Further, the Ministry
provides a blended learning platform that saw extensive use in classrooms around the province (i.e.,
more than 27,500 active users including teachers and students in primary through to grade 12).
Governance and Regulation
The Learning Resources and Technology Services division of the Public Schools Branch of the
Department of Education and Early Childhood Development manages distance education programs in
Nova Scotia.
The provision of distance education through the Nova Scotia Virtual School continues to be governed
by the eleven provisions included in the agreement between the government of Nova Scotia and the
Nova Scotia Teachers Union. As a contract between the government and teachers’ union, most of the
provisions deal with teacher certication and quality of life issues. For example, there are provisions
related to dening the workday, professional development requirements, program oversight, class size
and the management of the distance programs.
18 State of the Nation: K-12 E-Learning in Canada
3.3 Prince Edward Island (PE)
Population: 145,211
Number of K-12 Schools: 63
Number of K-12 Students: 20,131
Number of K-12 E-Learning Programs: 0
Number of K-12 E-Learning Students: 44
K-12 E-Learning Programs
At present there are no K-12 distance education programs in Prince Edward Island. Through an inter-
provincial agreement students in Prince Edward Island have the ability to access online courses oered
by the distance education program oered by the New Brunswick Department of Education and Early
Childhood Development. During the 2014-15 school year there were 11 French rst language students
and 33 English language students enrolled in online courses through this program.
According to the Department, there was no intentional blended learning occurring in public schools.
All provincial credits were attained in a classroom setting, by distance education, or by external credit.
However, the Department also indicated that blended learning was a national trend they would be
following closely as it became more prevalent.
Governance and Regulation
Internal regulation continues to be driven by Ministerial Directives No. MD 2008–05, which apply to
courses delivered during the regular school day. The directive broadly denes distance education
and outlines a series of beliefs about the nature of distance education instruction. Further, individual
schools and districts that participate in distance education programs must adhere to guidelines found
in the provincial Distance Education Handbook document. The updated document species the use of
distance education for students in particular circumstances.
19 State of the Nation: K-12 E-Learning in Canada
3.4 New Brunswick (NB)
Population: 755,464
Number of K-12 Schools: 314
Number of K-12 Students: 98,906
Number of K-12 E-Learning Programs: 2
Number of K-12 E-Learning Students: 2750
K-12 E-Learning Programs
Both the Anglophone and Francophone sectors of the Department of Education and Early Childhood
Development manage K –12 online learning programs. These programs service secondary students in
New Brunswick in either of the province’s two ocial languages. During the 2014-15 school year there
were approximately 1,800 students enrolled in the Anglophone program and 655 students enrolled
in the Francophone program. In addition to these distance students, there were also 950 English and
4258 French face-to-face students registered in the learning management system using online courses
in a more blended learning model under the direction of their local school’s classroom teachers.
Additionally, over the past two years there has been an increased focus placed on professional learning
courses for educators and adult learners. Courses have focused on two main areas: Early Learning and
Child Care and Autism Spectrum Disorder (ASD). The ASD course has been used by all four provinces in
Atlantic Canada.
Governance and Regulation
There remains no specic legislation that governs K-12 distance education in New Brunswick. The
system continues to operate based on collaboration between the Ministry of Education and individual
school districts. The Ministry has published a policy handbook, dierent for both the English and
French systems, that outlines the responsibilities of a variety of individuals at the Ministry, district and
school level to ensure the orderly implementation of the distance education program. Interestingly, in
addition to school ocials such as a registrar and local site facilitator, there are specic responsibilities
outlined for both distance education students and the parents of students who are enrolled in distance
education programs.
20 State of the Nation: K-12 E-Learning in Canada
3.5 Quebec (QC)
Population: 8,263,600
Number of K-12 Schools: 3,113
Number of K-12 Students: 1,132,506
Number of K-12 E-Learning Programs: 4
Number of K-12 E-Learning Students: ~43,736
K-12 E-Learning Programs
During the 2014-15 school year, Société de formation à distance des commissions scolaires du Québec
(SOFAD), a not-for-prot organization tasked with the development and production of correspondence
distance learning materials that school boards utilize in their own district-based programs, served
29,386 students (i.e., adult students who are 16 years or older in the school year). SOFAD also provides
an e-learning platform (i.e., EduSOFAD) that oers many of the courses online for the students who
prefer to work online (which accounted for 1,957 course enrollments in 2014-15).
The Leading English Education and Resource Network (LEARN) is a not-for-prot organization that
provides a variety of distance learning opportunities to approximately 8,500 English-language students
from all nine English-speaking school boards in the province. In addition close to 36,500 students from
across the province benet from blended learning asynchronous services provided by LEARN.
The Écoles en réseau (ÉER) has 398 teachers in 250 schools (although over 500 participants including
support sta, professionnals, managers, etc.), and connected more than 5000 students through use of
Knowledge Forum and various synchronous tools. Finally, the Beauce-Etchemin School Board oered 18
remedial online courses, as well as nine full-time online courses. During the 2014-15 school year more
than 850 students registered for the services (remedial and full-time).
Governance and Regulation
The Education Act in Quebec makes no reference to distance education and since 1995 school boards
have held the primary responsibility for distance education policies and regulations.
However, private schools are regulated by a dierent Act (i.e., Loi sur les établissements privés), that
contains provisions pertaining to online education. The Ministry has yet to approve an online initiative
that meets the conditions stated in the Loi sur les établissements privés.
21 State of the Nation: K-12 E-Learning in Canada
3.6 Ontario (ON)
Population: 13,537,994
Number of K-12 Schools: 4,893
Number of K-12 Students: 2,003,253
Number of K-12 Distance Education Programs: ~81
Number of K-12 Distance Education Students: ~87,000
K-12 E-Learning Programs
Each of the 60 English-speaking and 12 French-speaking school boards have the ability to oer
some form of online learning using the Ministry-sponsored learning management system and
online curricular materials or their own. Many of these school boards also participate in one or more
consortiums designed to allow its school board members to work together to maximize their online
oerings by sharing course oerings, resources and students. Additionally, the Independent Learning
Centre (ILC) continues to provide correspondence distance education opportunities to adolescent
and adult students throughout the province. Finally, there are as many as eight dierent private or
independent K-12 online learning programs, some of whom have formed their own consortium.
It is estimated that in 2014-15 there were approximately 60,000 students taking online courses from
various school board e-learning programs. It is also estimated the ILC has approximately 20,000
students enrolled in their correspondence courses. Finally, the most recent data available indicated
there were approximately 7,000 students enrolled in private online schools.
It should also be noted that in their response to the 2013-14 report, the Ministry of Education indicated
that there were approximately 237,930 unique blended learning logins in their system. The Ministry did
not respond to repeated requests to update this data.
Governance and Regulation
Since 2006, the Provincial e-Learning Strategy has guided the Ministry to provide school districts with
various supports necessary to provide students with online and blended learning opportunities, as
well as providing e-learning leadership within the provincially funded school system. School districts
are responsible for the delivery of online learning.
Private online schools operate as a business in Ontario, independent of the Ministry of Education.
Those schools oering credits towards the Ontario Secondary School Diploma require an inspection.
Inspectors look for evidence of ongoing interactions between the teacher and students in the online
learning environment, and for a direct link between the specic and overall curriculum expectations
being taught and assessed in compliance with Ministry policy and observed practices. Inspectors
review online courses for compliance with Growing Success, 2010.
22 State of the Nation: K-12 E-Learning in Canada
3.7 Manitoba (MB)
Alberta
Manitoba
Population: 1,272,000
Number of K-12 Schools: 800
Number of K-12 Students: 182,073
Number of K-12 E-Learning Programs: ~38
Number of K-12 E-Learning Students: ~9500
K-12 E-Learning Programs
Manitoba Education and Advanced Learning continued to support three distance learning options
in 2014-15: Independent Study Option (ISO), Teacher Mediated Option (TMO) and Web-Based Course
(WBC) Option. The ISO (print) continued to oer 51 courses in English and 11 courses in French for
grades 9-12 students. The TMO is managed by rural school divisions through the TMO Consortium in
partnership with Manitoba Education. Students in grades K-12 and teachers communicate by audio
teleconferencing several times per week. The WBC Option (online) provided access to 43 courses
in English and 4 courses in French. Each school division in the province has participated in one or
more of the above distance education program options; however, participation varies from year
to year depending on the changing needs of students and schools. The numbers outlined for the
2014–15 school year indicate approximately 2,577 enrollments in the ISO, 389 in the TMO and 6,500
student enrollments in the WBC Option. Overall, there were approximately 9,500 distance education
enrollments in programs directly supported by Manitoba Education and students could be enrolled in
more than one program.
In terms of blended learning, Manitoba Education provides teachers with access to the provincial
learning management system in order to support and supplement their classroom teaching practices.
Teachers make requests for courses (and to add students to those courses) through an online Web-
Based Course Request System. As such, school divisions and schools develop their own blended
learning programs and determine how to infuse technology into their classrooms to best suit the
needs of their learners. Additionally, Manitoba Education assists teachers in understanding the
pedagogy of blended and online learning through training workshops and presentations.
Governance and Regulation
The only reference in the Public Schools Act regarding distance education is mention that the Minister
of Education can approve courses of study, including correspondence and other courses. Manitoba
Education and Advanced Learning has issued other regulatory and policy documents, along with
handbooks for each of the three distance learning options.
23 State of the Nation: K-12 E-Learning in Canada
The Ministry has created a framework that allows for a virtual collegiate to operate in Manitoba.
The formation of the virtual collegiate occurred as part of a three-year pilot collaboration among
educational entities already recognized and operating distance education programs in the province.
A signed Memorandum of Understanding (MOU) with the Province governs the collaboration. To date,
the Manitoba First Nations Education Resource Centre (MFNERC) has signed an MOU with the Province
and was granted a Manitoba school code for Wapaskwa Virtual Collegiate eective September 2014.
Discussions are still underway with another entity that has shown a similar interest.
24 State of the Nation: K-12 E-Learning in Canada
3.8 Saskatchewan (SK)
Alberta
Manitoba
Population: 1,138,879
Number of K-12 Schools: 762
Number of K-12 Students: 175,202
Number of K-12 E-Learning Programs: 16
Number of K-12 E-Learning Students: ~15,000
K-12 E-Learning Programs
During the 2014-15 school year there were 14 school divisions and two other providers of distance
education in Saskatchewan based on the Saskatchewan Distance Learning Course Repository. The
Ministry of Education indicates that it only gathers data for students taking online distance education
courses that count towards completion of a secondary diploma at the 10, 20, 30 levels (i.e., grades
10 to 12). During the 2014-15 school year, there were 4,980 secondary course enrolments involving
3,405 unique students and 4,825 credits were earned. The Ministry also indicated that there were
students in Kindergarten through grade 9 taking courses online through a variety of providers, but
that the Ministry did not collect data about their involvement. Based on previous editions of this study,
researchers have estimated that the actual level of K-12 distance education activity could be four to
ve times the gure reported by the Ministry.
At this time, the Ministry does not track individual blended learning programs in the province. All
28 school divisions are implementing the Saskatchewan Technology in Education Framework (TEF)
and are working to ensure that students have access to the tools they require to succeed in school,
including access to technology. Within school divisions, teachers have the choice to deliver instruction
using a variety of teaching methods, including blended learning, to best meet the needs of their
students. Many school divisions are currently building blended learning modules and resources to
support teachers in blending instruction in their classrooms.
Governance and Regulation
The delivery of distance education, online learning, and blended learning in the province is guided
by the TEF, which outlines the roles and responsibilities of the education sector with regards to the
use of technology in education. It contains a number of outcomes and indicators that guide the use
of technology in the province in the areas of teaching and learning, administrative operations and
infrastructure. In particular, the TEF requires that school divisions ensure distance and online learning
opportunities are available to students, intra- and inter-school division learning opportunities are
available to students with local support provided, distance learners have success rates that are
equivalent to students in traditional classroom environments, and assistive technology and technical
support is available to students with intensive needs and/or school personnel.
25 State of the Nation: K-12 E-Learning in Canada
3.9 Alberta (AB)
Alberta
Manitoba
Population: 4,025,074
Number of K-12 Schools: 2,152
Number of K-12 Students: 616,375
Number of K-12 E-Learning Programs: ~20
Number of K-12 E-Learning Students: ~70,000
K-12 E-Learning Programs
It is believed that approximately 20 school divisions in the province oer an assortment of online
programs, catering mostly to students in their own geographic jurisdiction. Some manage students
in other regions of the province, but at present there is only one single province-wide program (i.e.,
the Alberta Distance Learning Centre [ADLC]) that oers courses to any student in the province. ADLC
provides services to over 40,000 students in 618 schools and oers over 250 courses. Courses are
provided in print, online and in blended formats in partnership with local schools and authorities. The
Centre francophone d’éducation à distance (CFÉD) formed in 2005 to provide senior level courses in
French to Francophone students in the province, and today oers 65 secondary courses.
As the Ministry of Education does not collect distance education enrollment data, or online and
blended learning delivery, there is no centralized data source to provide an accurate level of activity.
Estimates have been derived from data received from individual programs and previous data collected
and reported in this annual report. As such, these estimates may be inaccurate as they remain
unconrmed by the Ministry or any data it does collect.
Governance and Regulation
At present, the School Act grants the Minister of Education the authority to make regulations with
respect to public and private distance education programs. The Ministry has yet to exert that authority
beyond outlining some specic requirements primarily related to the amount of required instructional
time as a part of its their annual Guide to Education.
The service agreement for the ADLC and the current conditional grant for Centre francophone
d’éducation à distance have been extended for a period up to and including August 31, 2018. These
extensions allow the Ministry to engage in work that will inform the next steps for the future of
distance, online and blended learning in Alberta; and will enable the ministry to share more robust
information in the future.
It should be noted that since 2007 there have been consultation initiatives related specically to
distributed learning policy, that was later included as a part of the consultations on the 2011 Inspiring
26 State of the Nation: K-12 E-Learning in Canada
Action in Education initiative. These consultations were followed by a two-year review of distance
education programs and services oered in the province by an external consulting rm with the goal
of recommending a provincial model for distance education delivery. To date these eorts have not
resulted in policy from the Ministry.
27 State of the Nation: K-12 E-Learning in Canada
3.10 British Columbia (BC)
Alberta
Manitoba
Population: 4,631,302
Number of K-12 Schools: 3,850
Number of K-12 Students: 633,428
Number of K-12 E-Learning Programs: 76
Number of K-12 E-Learning Students: 78,499
K-12 E-Learning Programs
In 2014-15 there were 60 district-level public distributed learning schools (distance education
providers) and 16 independent (or private) distributed learning schools that enrolled approximately
78,500 unique students in one or more courses. LearnNowBC continues to serve as a Web portal and
single point of entry to information about public distributed learning schools for students, parents and
educators in the province. Additionally, Open School BC provides provincial content and online hosting
services on a cost-recovery model to school districts lacking the capacity or desire to manage their
own.
The Ministry of Education has not yet begun to gather data on blended learning programs, but can
report anecdotally that blended learning is on the increase. At present, the BC Learning Network is
embarking on a major content development plan over the next three years. One of their aims is to
create online content and digital resources that can be used in all school learning environments.
Governance and Regulation
The distributed learning landscape in British Columbia has remained relatively stable over the past
years. The legislative language in section 3.1 and section 75 (4.1) of the School Act, 2006, as well as
section 8.1 of the Independent School Act, 2006, still govern the operation of distributed learning
programs. Both pieces of legislation contain similar language concerning the establishment of
distributed learning schools “only with the prior agreement of the Minister.” As such, these agreements
between the Ministry and the school districts or independent schools serve as the main governance
documents for distributed learning in British Columbia. In addition to these agreements, the Ministry
also has a series of policy documents that outline the regulations that distributed learning schools
must follow.
The current funding model in British Columbia does not dierentiate between distributed learning
and blended learning, or between face-to-face and blended learning. As there are dierent funding
amounts for face-to-face courses and programs, as compared to distributed learning courses. Under
the current policy, the delivery method is considered distributed learning as long as the student is at a
distance from the teacher for the majority of the time. A “majority of the time” is not explicitly dened
under the current regulations.
28 State of the Nation: K-12 E-Learning in Canada
3.11 Yukon (YT)
Northwest
Territories
Population: 36,700
Number of K-12 Schools: 28
Number of K-12 Students: 5,122
Number of K-12 Distance Education Programs: 1
Number of K-12 Distance Education Students: ~421
K-12 Distance Programs
While continuing to sign MOU’s with the existing partner school districts in British Columbia, Yukon
Education is increasing the scope of distance and online program delivery. The aim is to increase
programming within the Territory to eliminate the need for reliance on outside agencies providing
educational opportunities to its student population. At present, this development includes the Aurora
Virtual School (AVS), as well as students scheduled for independent ‘study blocks’ in their school
that are taking one or more online courses delivered by teachers in their own school. In 2014-15
AVS managed courses for 58 grade 8-12 students taking at least one online course. There were an
additional 48 grade 8-12 students, as well as 65 K-7 students, enrolled with distributed learning schools
in British Columbia. Further, there were another ~250 students enrolled in online courses oered by
their own schools.
Yukon Education also supports and tracks blended learning programs. Many Yukon students now
access a learning management system (LMS) where teacher and students working together in group
and individual modes, mostly in the same place and time with elements of student control over
path and pace, with a blend of best face-to-face teaching practices and digitally managed learning.
In other instances, student learning is individual, managed within an LMS, taking place in school,
often alongside other students working on same or dierent LMS-based courses, with direct teacher
support. During the 2014-15 school year, there were 379 students enrolled in one of these two blended
learning options. However, many Yukon teachers use informal blended learning approaches for which
Yukon Education does not keep data.
Governance and Regulation
There have been no recent changes to the governance and regulation of K-12 distance education in
the Yukon. The Education Act, 2002 still allows the Minister of Education to provide distance education
courses and charge fees for students to access those courses. However, the 2003 decision to provide
these distributed learning courses at no cost to students up to the age of 21 continues to be followed.
The Department of Education also continues to govern the operation of individual distance education
programs in the Yukon through individual Memorandums of Understanding (MOUs) that it signs with
each individual program.
29 State of the Nation: K-12 E-Learning in Canada
3.12 Northwest Territories (NT)
Population: 43,672
Number of K-12 Schools: 49
Number of K-12 Students: 8,204
Number of K-12 E-Learning Programs: 2
Number of K-12 E-Learning Students: 150
K-12 E-Learning Programs
Currently a distance learning pilot is being conducted that involves ve small Northwest Territories
community high schools located across three regional boards of education. The teachers are based
in Inuvik and each class also includes a few Inuvik students. Support personnel for the pilot include
volunteers, educational assistants and teachers who, as part of their teaching assignment, are located
in each high school that has a distance learning student group.
During the 2014-15 school year, 112 students were enrolled in Alberta Distance Learning Centre (ADLC)
courses. These courses continue to be a viable choice for some students, primarily students who have
personal learning support systems. Francophone students regularly take print-based, self-paced ADLC
courses through Centre francophone d’éducation à distance. Support for these courses is coordinated
through the school principal, and parents are closely involved. The 2014-16 distance learning pilot is
actually testing the dierence an onsite support person makes in the completion and credit acquisition
of courses oered from a distance.
Finally, each district education authority (i.e., school board) uses the Northwest Territories’ adaptation
of Manitoba’s Literacy with Information Communications Technology curriculum to varying degrees. This
curriculum sets the stage for ICT-supported learning that might result in blended learning practices
that are not known enough to be articulated at this time.
Governance and Regulation
The Education Act, 2009 allows various educational bodies to “authorize, supervise and evaluate the
use of distance learning programs in the provision of the education program” (p. 72). Since 2004 the
Department of Education, Culture and Employment (ECE) has had a Memorandum of Understanding
with the ADLC for Northwest Territories students to use their courses. In 2010 the regional boards of
education took on the funding of these courses. Additionally, Section 3.3 of the Northwest Territories
School Handbook outlines a series of requirements for distance learning that schools must compile
with.
30 State of the Nation: K-12 E-Learning in Canada
3.13 Nunavut (NU)
Northwest
Territories
Population: 35,591
Number of K-12 Schools: 42
Number of K-12 Students: 9,728
Number of K-12 E-Learning Programs: 0
Number of K-12 E-Learning Students: 96
K-12 E-Learning Programs
At present, Nunavut does not have its own K-12 distance education program. During the 2014-15
school year there were 96 students enrolled in 186 dierent courses oered through the Alberta
Distance Learning Center (ADLC).
Governance and Regulation
The Education Act, 1999 allows various educational bodies to “authorize, supervise and evaluate the use
of distance learning programs in the provision of the education program” (p. 75). Additionally there
are territorial agreements signed with individual distance education programs authorized to provide
services to Nunavut students in the K-12 system. At present students wishing to enroll in distance
education courses contact their school principal.
The Department of Education is in the early stages of consideration of a delivery plan for distance
education that involves several moving parts that once nalized will determine the capacity and
direction distance education will take in Nunavut. The is the latest eorts that began around 2012 with
attempts to develop a ministerial directive regarding access to and delivery of distance education.
31 State of the Nation: K-12 E-Learning in Canada
3.14 Federal
Population: 1,400,685
Number of K-12 Schools: 414
Number of K-12 Students: 106,500
Number of K-12 E-Learning Programs: 4
Number of K-12 E-Learning Students: ~2,000
K-12 E-Learning Programs
At present there is a total of four K-12 distance education programs designated as First Nations, Metis
and/or Inuit programs. Two of these were located in Ontario (i.e., Keewaytinook Internet High School
and Gai hon nya ni: the Amos Key Jr. E~Learning Institute), one in Manitoba (i.e., Wapaskwa Virtual
Collegiate), and one in Alberta (i.e., SCcyber E-learning Community). There are other First Nations, Metis
and Inuit organizations that have been exploring the adoption of K-12 distance education. However,
for a variety of reasons – lack of bandwidth or connectivity, lack of community buy-in, lack of expertise
for implementation and others—they have not yet established distance education programs
Governance and Regulation
Approximately 60% of First Nations students attend schools on reserve. In support of these students
Indigenous and Northern Aairs Canada (INAC) provides funding support directly to Band Councils
and First Nations education organizations. First Nations or their respective regional organizations have
responsibility for managing and delivering education programs and services in band-operated schools
on reserve. For students who live on reserves but attend provincial schools o-reserve, INAC pays the
tuition that the applicable province charges for non-Aboriginal students. This is paid to the First Nation
in question or directly to the provincial Ministry of Education depending on the agreement in place.
In 2013 the decision was made to no longer enter into service agreements directly with e-learning
programs. Instead, funding is provided to the regional authorities to make the decisions on the nature
of educational opportunities that should be funded within their jurisdiction. This change came into
eect following the 2014-15 school year.
Regardless of the funding agreement, INAC requires that each of the educational programs (including
K-12 distance education) work with the individual Ministry of Education in the province or territory in
which they operate in order to gain accreditation. The accreditation process involves a validation that
the education program is using provincial curriculum, which allows the program to grant provincial
credit. As Ministries cannot fund enrolment in federal education programs, the First Nations education
programs (including K-12 distance education programs) must also enter into agreements with
individual school districts/divisions to serve o-reserve students.
32 State of the Nation: K-12 E-Learning in Canada
4. Bibliography
Barbour, M. K., & Stewart, R. (2008). A snapshot state of the nation study: K-12 online learning in Canada.
Vienna, VA: North American Councilfor Online Learning. Retrieved from http://canelearn.net/
state-of-the-nation-k-12-online-learning-in-canada/state-of-the-nation-research-reports/
Barbour, M. K. (2012). A snapshot state of the nation study: K-12 online learning in Canada. Victoria, BC:
Open School BC/Vienna, VA: International Association for K-12 Online Learning. Retrieved from
http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/state-of-the-nation-
research-reports/
Canadian Council for Learning. (2009). State of e-learning in Canada. Author: Ottawa, ON. Retrieved
from http://www.nald.ca/library/research/ccl/elearning/elearning.pdf
Canadian Teachers Federation. (2000). Facts sheets on contractual issues in distance/online education.
Ottawa, ON: Author.
Clark, T. (2000). Virtual high schools: State of the states – A study of virtual high school planning and
preparation in the United States. Center for the Application of Information Technologies, Western
Illinois University. Retrieved from https://web.archive.org/web/20070221042521/http://www2.
imsa.edu/programs/ivhs/pdfs/stateofstates.pdf
Clark, T. (2001). Virtual schools: Trends and issues - A study of virtual schools in the United States. San
Francisco, CA: Western Regional Educational Laboratories. Retrieved from http://www.wested.
org/online_pubs/virtualschools.pdf
New Zealand Ministry of Education. (2006). ICT strategic framework for education 2006–2007.
Wellington, New Zealand: Author. Retrieved from http://www.minedu.govt.nz/~/media/
MinEdu/Files/EducationSectors/PrimarySecondary/Initiatives/ICTStrategy/ICTStrategicFrame-
workEducation.pdf
Powell, A., & Patrick, S. (2006). An international perspective of K-12 online learning: A summary of the 2006
NACOL international e-learning survey. Vienna, VA: North American Council for Online Learning.
Retrieved from http://files.eric.ed.gov/fulltext/ED514433.pdf
Verduin, J. R., & Clark, T. A. (1991). Distance education: the foundations of eective practice. San
Franscisco, CA: Jossey-Bass.
Watson, J. F., & Kalmon, S. (2005). Keeping pace with K–12 online learning: A snapshot of state-level policy
and practice. Naperville, IL: Learning Point Associates. Retrieved from http://www.kpk12.com
Watson, J. F., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2012). Keeping pace with K–12 online and
blended learning: A snapshot of state-level policy and practice. Evergreen, CO: Evergreen Education
33 State of the Nation: K-12 E-Learning in Canada
Group. Retrieved from http://www.kpk12.com
Watson, J. F., Pape, L., Murin, A., Gemin, B., & Vashaw, L. (2014). Keeping pace with K–12 digital learning: A
snapshot of state-level policy and practice. Evergreen, CO: Evergreen Education Group. Retrieved
from http://www.kpk12.com
Watson, J. F., & Ryan, J. (2005). Keeping pace with K–12 online learning: A snapshot of state-level policy and
practice. Denver, CO: Evergreen Consulting Associates. Retrieved from http://www.kpk12.com
Watson, J. F., Winograd, K., & Kalmon, S. (2004). Keeping pace with K–12 online learning: A snapshot of
state-level policy and practice. Naperville, IL: Learning Point Associates. Retrieved from http://
www.kpk12.com
34 State of the Nation: K-12 E-Learning in Canada
5. Appendix A
Ministry of Education Survey
Please review the provincial or territorial prole from the 2014 edition of the State of the Nation: K-12
E-Learning in Canada report.
1. Have there been any changes in the legislative regime related to K-12 online distance education?
2. Have there been any changes in the regulatory regime related to K-12 online distance education?
3. (a) Are there additional online distance education programs, not mentioned in the 2014 report that
should be included in an updated report?
(b) Are there additional blended learning programs, not mentioned in the 2014 report that should be
included in an updated report?
4. (a) How many students were involved in K-12 online distance education during the 2014-15 school
year?
(b) How many students were involved in K-12 blended learning during the 2014-15 school year?
35 State of the Nation: K-12 E-Learning in Canada
5. Are there any additional issues related to K-12 distance education, not mentioned in the 2014 report
that should be included in an updated report?
6. Is there any information in the 2014 report that you feel should be updated or revised?
7. Could you describe the history of the development of K-12 distance education in your jurisdiction?
Alternatively, is there a reading or online resource that you could direct us to with this information?
36 State of the Nation: K-12 E-Learning in Canada
6. Appendix B
Individual Program Survey
What is the name and website of your K–12 distance learning program?
The following questions are about your 2014-15 e-learning program, not the current program.
1. Describe the methods of delivery for your distance learning program (indicate all that apply).
Print materials
Instructional television
Web-based/Online
Other:
2. How many students were enrolled in your distance learning program?
3. How many dierent courses did your distance learning program oer?
4. (a) How many full-time teachers were employed by your distance learning program?
(b) How many part-time teachers were employed by your distance learning program?
5. (a) Did your program use a blended learning approach (where some part of your program required
onsite instruction)?
[ ] Yes
[ ] No
37 State of the Nation: K-12 E-Learning in Canada
(b) How many students were enrolled in your blended learning program?
(c) How many dierent courses did your blended learning program oer?
(d) How many teachers were employed by your blended learning program?
6. Please indicate whether your program was primarily synchronous (time dependent) or asynchronous
(time independent), select only one.
[ ] Synchronous
[ ] Asynchronous
[ ] A balance of asynchronous and synchronous
7. Please indicate how registration in your program is managed.
[ ] Continuous entry (student intake occurs throughout the school year)
[ ] Specic entry dates and/or completion dates
8. Please add any additional information about your program you believe would be of benet to our
research.
If there are any follow-up questions, or you would like to be included in one of the e-learning vignettes
proling your program, who would be the best person for the researcher to contact?
Name:
Title:
E-mail address:
Telephone number:
38 State of the Nation: K-12 E-Learning in Canada
7. Call for Sponsors – 2016 State of the Nation: K-12
E-Learning in Canada Study
Canadian eLearning Network (CANeLearn) is seeking funding for the 2016 K-12 e-learning study of
Canada. If your organization is interested in participating through sponsorship by supporting the ninth
annual State of the Nation Study: K-12 E-Learning in Canada, please contact Michael Barbour, principal
investigator at mkbarbour@gmail.com, or Randy LaBonte, Chief Executive Ocer of CANeLearn at
rlabonte@CANeLearn.net.
Your participation as a sponsor helps support more widespread participation from online and blended
programs across the country in the K-12 e-learning in Canada project and is an ideal opportunity
to demonstrate your organization’s interest in and commitment to supporting online and blended
learning. Your company or organization will be recognized for its support of virtual schools seeking to
eectively expand educational options for K-12 students across Canada.
CANeLearn is a new Canadian registered not-for-prot society. CANeLearn’s mission is to provide
leadership that champions student success by supporting organizations and educators involved
in online and blended learning through networking, collaboration and research opportunities.
CANeLearn provides members with networking, collaboration and research opportunities.
Please review the sponsor benets and opportunities for the State of the Nation: K-12 E-Learning in
Canada study:
• Recognition in all post-study press releases, presentations and distribution of information;
• Opportunity to provide input into the program survey;
• Participate in project conference calls;
• Project sponsor name and logo listed on all promotional materials;
• Project sponsor name and logo listed on the nal report;
• Receive hard copies of the nal report;
• Receive Executive Summary of the nal report for use on company website and for marketing
purposes;
• Receive recognition as a thought leader for cutting-edge research of K-12 e-learning in Canada
for sponsoring the research study; and
• Sponsor recognition during CANeLearn events highlighting the study.
The plans for the 2016 study include an updating of the K-12 policy and activity reports for each of
the provinces. Also, the 2016 study will feature a return to the more detailed format that includes brief
issue papers and vignettes from a variety of K-12 e-learning programs across the dierent province
and territories. Further, the individual program survey will return. Finally, there will be a greater
development of the new online version of the report.
For-prot and non-prot institutions, organizations, individuals, foundations and companies are
welcome to partner with CANeLearn for sponsoring the study. Please consider sponsorship of this
important survey and report to be conducted annually. Your consideration is deeply appreciated.
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