This qualitative study examined a Canadian virtual school learning experience for students and the kinds of support and assistance most frequently used and valued by students learning in a virtual environment. Students were interviewed and observed during their virtual school classes. In-school teachers were also interviewed and online teachers were also observed. Data were analyzed using the constant comparative method. Findings indicated that during their scheduled asynchronous class time students were often assigned seatwork or provided time to work on assignments, however, students rarely used this time to complete virtual schoolwork. It was during their synchronous class time that both the students and the online teachers were most productive. Students sought assistance from local classmates before turning to online teacher or in-school teachers, and did not use the other support systems provided by the virtual school.
Available at: http://works.bepress.com/michael_barbour/48/