Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling
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...
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| Veröffentlicht in: | Journal of distance education 2011, Vol.25 (2) |
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| container_title | Journal of distance education |
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| creator | Hawkins, Abigail Barbour, Michael K Graham, Charles R |
| description | 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.) |
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| identifier | ISSN: 0830-0445 |
| ispartof | Journal of distance education, 2011, Vol.25 (2) |
| issn | 0830-0445 |
| language | eng |
| recordid | cdi_eric_primary_EJ941109 |
| source | Education Source |
| subjects | Barriers Class Size Computer Mediated Communication Distance Education Educational Technology High Schools Interaction Interviews Online Courses Secondary School Teachers Student Role Teacher Attitudes Teacher Student Relationship Teaching Methods Utah Virtual Classrooms |
| title | Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling |
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