Two decades ago Newfoundland and Labrador introduced distance education in the K-12 environment. The program focused upon providing advanced-level courses to rural school students, and worked largely due to the widely known, but rarely documented significant amounts of content-based assistance from school based personnel. In the past seven years the province has moved to a virtual school model of distance education and more rural schools find that they must rely upon this virtual school to offer academic-level courses to students with a wide range of abilities. This has created many new responsibilities for teachers that have also gone undocumented. Studies that document the duties and time required to provide support for this new models of distance education are vital, as research is suggesting that this school-based personnel is vital to student success.
Available at: http://works.bepress.com/michael_barbour/79/