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The Impact of Parental Interaction on Student Outcomes in a Virtual High School
PROCEEDINGS

, , , Brigham Young University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

A commonly held belief in the K-12 education community is that parents can have a positive impact on their child’s learning. The parental involvement literature has focused on the traditional face-to-face setting and has virtually ignored parental impact on online student learning. The parental responsibilities have dramatically changed as students move from brick-and-mortar schools to studying online at home, making parental involvement even more essential in the online learning context. With online enrolments increasing at a rapid rate, it is important for instructors, administrators, and researchers to examine the unique role that parents play in K-12 online learning and their impact on course outcomes. This paper will attempt to measure the effect that parents’ interactions with students and instructors have on course outcomes. The setting for this study is a virtual charter school that has reported a high level of parental involvement.

Citation

Borup, J., Graham, C. & Davies, R. (2011). The Impact of Parental Interaction on Student Outcomes in a Virtual High School. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2316-2323). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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