Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling
JDE Volume 25, Number 2, ISSN 0830-0445 Publisher: Athabasca University Press
This study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Teacher interviews revealed the majority of interactions were student-initiated and instructional in nature. The main procedural interactions focused on notifications sent to inactive students. Social interactions were minimal and viewed as having little pedagogical value. Institutional barriers such as class size and an absence of effective tracking mechanisms limited the amount and types of interaction teachers engaged in. Study implications and future research are discussed. (Contains 1 figure and 1 table.)
Hawkins, A., Barbour, M.K. & Graham, C.R. (2011). Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling. The Journal of Distance Education / Revue de l'ducation Distance, 25(2),. Athabasca University Press.
Cited ByView References & Citations Map
Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach
Jered Borup, Shea Walters & Meagan Call-Cummings
The International Review of Research in Open and Distributed Learning Vol. 20, No. 1 (Feb 28, 2019)
Abigail Hawkins, Brigham Young University; Michael Barbour, Wayne State University; Charles Graham, Brigham Young University
The International Review of Research in Open and Distributed Learning Vol. 13, No. 2 (Apr 02, 2012) pp. 124–144
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