Program

Teaching M.A.

Number of Pages

98

Year Approved

2026

First Advisor

Gregory Nelson

Second Reader

Molly Wickam

Abstract

This literature review examines the impacts, advantages, and disadvantages of virtual high school classes on rural teachers and students. The review examines research on academic outcomes, instructional models, funding structures, stakeholder dynamics, and the effects of the COVID-19 pandemic. Virtual learning can expand access to courses and provide flexibility to students, especially in the case of credit recovery. Full-time virtual schooling is frequently associated with weaker long-term outcomes in comparison to traditional brick-and-mortar education. These findings are often intensified in rural settings where there are broadband insufficiencies as well as existing deficiencies in institutional capacity and student support systems. The outcomes of virtual education depend on instructional design, adult support, local oversight, and alignment with community needs rather than the delivery modality alone. The COVID-19 pandemic accelerated the use of virtual learning, which led to long-standing inequities being exposed. This exemplified the need for thoughtful implementation and accountability for virtual education. Overall, the literature suggests that virtual education can be useful when used in a targeted, supplemental form that supports rural students while maintaining a connection to rural schools.

Degree Name

Teaching M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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