Michael K. Barbour

TL;DR: This article examined secondary student perceptions of components of virtual schooling that were beneficial and challenging, and found that students largely enjoyed their virtual school courses and found the synchronous classes, the technology, and the ability to control their own learning as positive aspects of their experience.

TL;DR: In this paper, the authors explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school.

TL;DR: In this paper, the authors surveyed 159 U.S. virtual schools examining the variability in trial period and course completion policies and found that almost 70% had trial periods that varied from 1 day to 185 days.

TL;DR: In this paper, the authors consider the perceptions of course developers, teachers, and students on the characteristics of effective Web-based design for secondary school students through interviews and document analysis, the views of the participants on web-based components, instructional strategies, and the effectiveness of both are investigated in a virtual high school context.

TL;DR: The majority of the roughly 300 schools are located in these rural communities, the majority of which have been determined as necessarily existent (ie, when a school is located so far from another school that it makes bussing the students impossible because of the distance).