This presentation describes a pilot program that sought to apply key concepts and research in Distance Education to a blended secondary Science classroom. It involved a cohort of 8th grade Biology students who participated in a blended, self-directed Biology course. This course was designed so that students had the maximum amount of freedom and choice.

Various types of data analysis techniques were performed in order to investigate the students' personal learning networks and how these were affected by this technology enhanced self-directed learning and a blended learning environment. Findings indicate that the students who performed better than expected in the class had the largest and most robust learning networks. The converse was also true; students who did less well than expected were shown to have small and less robust learning networks. This study develops a methodology for applying Connectivist learning theory to a blended learning environment. Most interestingly, these findings are consistent to those in similar studies involving Distance Education, which suggests these methods might be extensible to primary and secondary educational settings.