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The nature of teacher engagement at an online high school
ARTICLE
Jered Borup, Charles R. Graham, Jeffery S. Drysdale
British Journal of Educational Technology Volume 45, Number 5, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
Abstract
Little research has examined the critical components of successful K-12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K-12 online learners and environments. Using K-12 online research, this paper examined teaching presence as explained by the Community of Inquiry framework and identified additional teacher roles that needed stronger emphasis. We termed the new construct teacher engagement. Teacher engagement was shown to be helpful in describing and identifying effective teacher practices at the Open High School of Utah (OHSU), a successful online charter school. Through a series of 22 interviews with over half of the OHSU faculty, it was found that teachers worked to improve student outcomes by (1) designing and organizing learning activities, (2) facilitating discourse with students and parents, (3) providing students with one-on-one instruction, (4) nurturing a safe and caring learning environment, (5) motivating students to engage in learning activities and (6) closely monitoring student behavior and learning. These six elements describe the core of teacher engagement.
Citation
Borup, J., Graham, C.R. & Drysdale, J.S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793-806. Wiley. Retrieved August 13, 2024 from https://www.learntechlib.org/p/148580/.
Cited By
View References & Citations Map-
Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students
Kyleigh Harrell, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 501–508
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Online Student Perceptions of the Need for a Proximate Community of Engagement at an Independent Study Program
Darin R. Oviatt, Brigham Young Uiversity, United States; Charles R. Graham, Brigham Young University, United States; Jered Borup, George Mason University, United States; Randall S. Davies, Brigham Young University, United States
Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 333–365
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