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Correlations between teacher-student interaction and student academic performance in a large virtual high school
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, , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher-student interaction is a significant factor in perceived learning, satisfaction, and academic achievement in postsecondary distance education. However, less is known about the role of teacher-student interaction in K-12 online learning programs. Surveying 76,982 students in courses at Utah’s Electronic High School, researchers examine correlations between students’ perceptions of quality and frequency of teacher-student interaction and students’ academic performance. The potential results and significance of the study are discussed.

Citation

Hawkins, A. & Graham, C. (2010). Correlations between teacher-student interaction and student academic performance in a large virtual high school. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2934-2940). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2019 from .

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