Provision of a comprehensive curriculum to rural high school students through technology: a case study of a provincial virtual school in Canada

Abstract

This study examined the nature of the Center for Distance Learning and Innovation (CDLI) in Newfoundland and Labrador. The purpose of this case study was to describe the genesis and evolution of the online distance program provided by CDLI. The primary goal of this research was to investigate how CDLI has attempted to equalize educational opportunities for rural high school students in the province. Data were collected through interviews and document analysis. This dissertation reports on a case study involving 14 participants purposely selected in order to gain a better understanding of the case. The study’s participants were representative of all areas of CDLI. The data in this study were also generated through document analysis. The documents for analysis included the official CDLI website, and reports and papers published on CDLI in the past. The data were analysed by using NVivo software. Findings were presented in themes. Seven themes were presented and included the genesis of CDLI, pilot year, growth and development, evolution of technology, E-teachers, pedagogy, and continuing challenges. The themes were further divided into categories. Future research is needed to investigate students' perceptions on learning through CDLI, to understand how students are selected for CDLI courses, to examine the impact of CDLI students on fellow classmates, to investigate the responsibilities of m-teachers, to investigate the issues host schools face due to CDLI courses and, finally, to examine the effectiveness of CDLI courses.