Before he was appointed Director of Doctoral Studies of the Farrington College of Education, Barbour served on the faculty of education in the Instructional Technology program at Wayne State University in Detroit, Michigan. Prior to his academic career, Barbour was a high school social studies teacher in Newfoundland and Labrador, Canada where he was actively involved in several online learning initiatives.
Barbour enjoys hockey and genealogy.
Degrees and Certifications
- St. Francis Xavier University (Antigonish, NS) Undergraduate Certificate, Adult Education
- University of Georgia (Athens, GA) Ph.D., Instructional Technology; Graduate Certificate, Interdisciplinary Qualitative Studies; Graduate Certificate, University Teaching
- Memorial University of Newfoundland (St. John’s, NL) M.Ed., Teaching and Learning (Literacy and Technology); B.Ed., Intermediate and Secondary (Social Studies)
- Université de Québec à Trois Riviéres (Trois Riviéres, QC) French Immersion Program
- Carleton University (Ottawa, ON) B.A. Political Science (minor in History)
Research Interests & Grants
His research agenda has focused on K-12 online teaching and learning, aimed at improving the design and delivery of these online learning opportunities to enable all students - particularly those in rural areas - the opportunity for success. Over the past decade, he have examined a variety of topics, including: the differences in retention and student achievement based upon delivery model and urban-rural distinctions, and the factors accounting for these differences; components of online learning that K-12 students find helpful and challenging; characteristics of effectively designed and delivered K-12 online courses; whether new technologies, particularly those that allow for interaction, in K-12 online learning affect how students learn; what students do in their schools when scheduled for online learning environment and where they turn to when they need content-based assistance; the preparation of teachers to be able to design, delivery, and support K-12 online learning; and policy and regulatory issues related to the introduction and growth of K-12 online learning at state, national, and international levels.