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This review provides a rough sketch of the evidence, gaps and promising directions in e-learning from 2000 onwards, with a particular focus on Canada. The authors searched a wide range of sources and document types to ensure that we represented, comprehensively, the arguments surrounding e-learning. Overall, there were 2,042 entries in their database, of which they reviewed 1,146, including all the Canadian primary research and all scholarly reviews of the literature. In total, there were 726 documents included in the review: 235--general public opinion; 131--trade/practitioners' opinion; 88--policy documents; 120--reviews; and 152--primary empirical research. The Argument Catalogue codebook included the following eleven classes of variables: (1) Document Source; (2) Areas/Themes of e-learning; (3) Value/Impact; (4) Type of evidence; (5) Research design; (6) Area of applicability; (7) Pedagogical implementation factors; 8) A-priori attitudes; (9) Types of learners; (10) Context; and (11) Technology Factors. The authors examined the data from a number of perspectives, including their quality as evidence. In the primary research literature, they examined the kinds of research designs that were used. They found that over half of the studies conducted in Canada are qualitative in nature, while the rest are split in half between surveys and quantitative studies (correlational and experimental). When they looked at the nature of the research designs, they found that 51% are qualitative case studies and 15.8% are experimental or quasi-experimental studies. The findings of this review showed that studies that can increase the general understanding of "what works" in e-learning settings are underrepresented in the Canadian research literature. This article discusses the results of the research as well as implications for K-12 practitioners, post-secondary education, and policymakers.

The article explores the various aspects of virtual schools programs and the factors affecting its growth. Students consider the flexibility in scheduling, convenience, self-paced learning, and access to courses offered by virtual school programs. Students cite autonomy as the greatest benefit that they derive from online education. A major growth impediment to these programs is the availability of funding and accreditation.

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This review provides a rough sketch of the evidence, gaps and promising directions in e–learning from 2000 onwards, with a particular focus on Canada. We searched a wide range of sources and document types to ensure that we represented, comprehensively, the arguments surrounding e–learning. Overall, there were 2,042 entries in our database, of which we reviewed 1,146, including all the Canadian primary research and all scholarly reviews of the literature. In total, there were 726 documents included in our review: 235 general public opinion; 131 trade⁄practitioners' opinion; 88 policy documents; 120 reviews; and 152 primary empirical research. The Argument Catalogue codebook included the following eleven classes of variables: 1) Document Source; 2) Areas⁄Themes of e–learning; 3) Value⁄Impact; 4) Type of evidence; 5) Research design; 6) Area of applicability; 7) Pedagogical implementation factors; 8) A–priori attitudes; 9) Types of learners; 10) Context; and 11) Technology Factors. [ABSTRACT FROM AUTHOR]