Please note that each profile is organized in the following manner:

  • a detailed description of the distance, online and blended learning programs operating in that jurisdiction;
  • a discussion of the various legislative and regulatory documents that govern how these distance, online and blended learning programs operate;
  • links to previous annual profiles;
  • an exploration of the history of e-learning in that jurisdiction;
  • links to vignettes (i.e., stories designed to provide a more personalized perspective of those involved in K–12 e-learning) for that jurisdiction;
  • links to any brief issues papers (i.e., more detailed discussions of specific issues related to the design, delivery and support of K–12 e-learning) in that jurisdiction;
  • the most recent responses to the individual program survey; and
  • an overview of the jurisdictions policies related to importing and exporting e-learning.

Please note that for the purposes of the State of the Nation: K-12 E-Learning in Canada annual study, e-learning will be defined to include all forms of K-12 distance education (e.g., correspondence, audiographics/telematics, videoconferencing, online learning, etc.), as well as identified instances of blended learning.  Further, the authors will use the term district to refer to the geographic organizations that operate the province’s or territory’s publicly-funded schools.  Similarly, the authors have chosen to use the generic term of program to include any entity that is authorized to provide distance, online and/or blended learning.

For more information about how specific terms are defined or the content of these profiles or the annual report in general, please review the “How To Read This Report” page.