This article provides a comprehensive literature review examining virtual learning in the Aotearoa New Zealand schools sector, with a specific focus on understanding and addressing the needs of Maori learners in these online environments. It begins by tracing the historical development of virtual learning in Aotearoa New Zealand -- from early correspondence courses to the emergence of e-learning clusters and increasing digital technology use. The authors highlight the differences between teaching and learning virtually compared with traditional face-to-face classrooms, exploring unique pedagogical approaches, challenges, and the support structures required for effective online instruction and student engagement. Emphasis is placed on the crucial role of fostering strong teacher--student relationships in virtual settings. The article then reviews culturally responsive pedagogies and strategies identified as effective for engaging and supporting Maori learners, and discusses potential frameworks for translating these approaches to online learning environments. The potential of virtual learning to provide more equitable educational opportunities for Maori students, particularly in rural areas, is examined. However, pre-existing socioeconomic inequalities and the digital divide exacerbated by COVID-19 are noted as barriers. Overall, the author underscores the scarcity of research specifically examining Maori students' experiences and needs in virtual learning contexts. They call for further investigation to better understand and address these gaps, striving to ensure culturally responsive and equitable virtual education opportunities for Maori learners. The paper provides a valuable synthesis of literature and insights into this important issue in Aotearoa New Zealand education.