Multi-grade schooling has been used in many countries around the globe. It is a cost effective model of schooling especially in rural areas where teacher retention and recruitment is a major problem. The findings of various research studies indicate that multi-grade education is as effective as single-grade schooling in terms of academic achievement and better in terms of social learning. The success of multiage education greatly depends on teaching techniques. Our universities prepare teachers for single-grades. Therefore, teachers in multi-grade settings face many challenges such as inadequate training, social and cultural isolation, instructional, lack of time, lack of community understanding, and rural nature of most of the multi-grade settings. Some of the issues can be overcome through proper pre-service and in-service teacher training.

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This study investigates motivation towards teaching English language using Madrasati platform. The research methodology was mixed methods research for this study. The review of the most recent studies on the topic were included. The quantitative data were collected through surveys during Spring 2022, and an instrument was administered to obtain data. In this study, 382 (236 male and 146 female) in-services English language teachers were selected at random as participants. The samples were the representation of both genders. They were also representatives of all teachers’ qualifications including diploma to PhD degrees. For the qualitative part of the study, ten participants were purposefully selected to obtain data. The source of qualitative data collection were interviews. The results of this mixed methods study displayed that the participants had positive perceptions in general of using Madrasati platform. Some motivational factors were found in this study e.g., flexibility, teaching with technology, using Madrasati. The participants found better attendance in their online courses. However, the participants indicated some challenges such as training to use technology, connectivity, and distraction.

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K-12 online distance education is growing rapidly and many organizations focus on virtual schooling in Canada. The centre for Distance Learning and Innovation (CDLI) was established in 2000 in Newfoundland and Labrador and has been offering numerous opportunities to rural high school students through online distance education. In this paper, the authors have outlined the historical development of distance education in Newfoundland and Labrador. The concept of distance education in NL is not a new phenomenon. It can be traced back in 1930s. Since then, several efforts have been made to enhance equality of educational opportunities to rural students. Despite the tremendous impact that the CDLI has had on distance education few related research documents or associated scholarly articles exist. At the end of the article some recommendations are made to improve virtual schooling in the province.