My research has taken me in a few different directions, but I believe these to be the most impactful resources that inform my paper so far.

Annotated Bibliography

Borup, J., Chambers, C. B., & Stimson, R. (2019). K-12 Student Perceptions of Online Teacher and On-Site Facilitator Support in Supplemental Online Courses. Online Learning, 23(4), 253–280.

Borup et. al. explore student perceptions of support from both their online teacher and an on-site facilitator in their online courses.

Houston, L. (2018). Efficient Strategies for Integrating Universal Design for Learning in the Online Classroom. Journal of Educators Online, 15(3).

Leonia Houston of the University of Memphis shares thoughtful strategies for incorporating UDL principles in the development of an online course. They address mainly course designers and educators that want to include UDL principles in their course development, with student success in mind. They assert that utilizing UDL principles ideally reduces barriers that learners might otherwise face in their online studies. They outline strategies for three phases of instructional design and how those strategies meet the UDL tenets. They outline the accessibility guidelines in designing course materials including, but not limited to; font size, colours, introductions, objectives and consistency. They connect course design to the tenets of multiple means of expression, representation, and engagement.

Katz, J. (2012b). Teaching to diversity: The three-block model of universal design for learning. Winnipeg, MB, Canada: Portage & Main Press.

Katz describes the three-block model of Universal Design for Learning (UDL). They explore the topics of diversity, inclusion; including social and academic inclusion as they are considered when implementing UDL. Katz touches on the importance of relationship-building within a democratic classroom setting, the use of technology to manage barriers, and resiliency skills necessary for students to maintain successful learning relationships. Their focus on inclusive classroom settings is useful when planning an online classroom, as differentiated instruction is necessary within the context of an inclusive classroom, and even more important when implementing UDL strategies. While the classrooms Katz describes seem to be face-to-face places, the research needs to be applied to an online setting to maintain equity in education for all students, regardless of how they receive instruction.

Katz, J., Lamoureux, K., & Moran, R. (2018). Ensouling our schools: a universally designed framework for mental health, well-being, and reconciliation. Winnipeg, Manitoba: Portage & Main Press.

Katz further explores the interaction between Social Emotional Learning (SEL), Response to Intervention (RTI), using the Three Block Model and Universal Design for Learning (UDL) in creating inclusive educational pedagogies. While the book doesn’t specifically deal with an online environment, it gives a good context to the interplay between school success and youth mental wellness. The book provides more insight into the connections necessary within school communities for optimal well-being of students. The book connects modern pedagogy to indigenous ways of knowing, within a context of reconciliation education.

Marsh, R. J., Higgins, K., Morgan, J., Cumming, T. M., Brown, M., & McCreery, M. (2019). Evaluating school connectedness of students with emotional and behavioral disorders. Children & Schools, 41(3), 153–160.

This study examines the connection between students with behavioural and emotional disorders and their connection or perceived connections to school and their peers. They discuss the disconnection that these students often face, and while it isn’t directly addressed, this disconnection may lead these students to attempt online courses after failure to be successful within a typical face-to-face school program. This study examined several schools, including specialized settings and typical classrooms. It was a questionnaire developed specifically for this study to measure school connectedness. Because the questionnaire included elementary, middle and high school students, the results varied depending on their age group, but also within those with EBD as compared to their typically-developing peers. Interestingly, because of the higher numbers of elementary-aged students, the results weren’t as significant as hypothesized. A student in an online setting at the middle or high school age might be more likely to attempt independent study if they weren’t connected to school.

McManus, D., Dryer, R., & Henning, M. (2017). Barriers to Learning Online Experienced by Students with a Mental Health Disability.Distance Education, 38(3), 336–352.

This study examined barriers to learning experienced by 12 online learning students through semi-structured interviews. The barriers that they examine and their effect on students with disabilities lends itself to this discussion as they consider the attrition happening to these students when they participate in online education.

Oviatt, D.R., Graham, C.G., Borup, J. & Davies, R.S. (2018). Online student use of a proximate community of engagement in an independent study program. Online Learning 22(1), 223- 251. doi:10.24059/olj.v22i1.1153

This study explored student use of supports while completing an independent study program. It outlines the differences between students’ choices in completing the courses, specifically regarding credit recovery due to past unsuccessful experiences. They examine the ACE framework and its purpose in identifying roles and their functioning within communities of online courses. These roles include teachers, peers, students, and parents and all provide different functions depending on the course itself. They conducted surveys and interviews to determine interactions with students and their learning communities, as well as how these interactions were perceived by the learners. This study highlights the function of parents as co-educators for online learning, and while it doesn’t address students with mental health disabilities directly, some of the findings would apply to at-risk students, as they are more likely to struggle and require credit recovery at some point in their high school studies.

Wosnitza, M., & Volet, S. (2005). Origin, Direction and Impact of Emotions in Social Online Learning. Learning and Instruction, 15(5), 449–464.

This study explores the impact of emotions in online learning.The discussion provided throughout the paper provides information about the impact of emotions, but perhaps more importantly, the disclosure of emotions by the learner to the teacher. This highlights the need for relationship-building practices within any classroom setting, but particularly in an online setting where emotions can negatively impact self-regulation and completion of coursework.