Parents’ Perceptions of Teacher Engagement at a Cyber Charter High School
Jered Borup, Mark Stevens, George Mason University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students’ reasons for failing an online course are complex and students may require a high level of teacher support to be successful online. Research examining effective teacher engagement has relied heavily on teacher perceptions and perceptions of parents may prove especially insightful. In this research we conducted 19 interviews with 9 parents of students who were enrolled at a cyber charter school. Interview analysis was guided by, but not limited to, the elements of teacher engagement described in the adolescent community of engagement (ACE) framework. Parents tended to be highly satisfied with the course quality and the support that teachers provided to their students. However, parents also expressed a degree of dissatisfaction with their students’ experience in the school and provided recommendations for improvement.
Borup, J. & Stevens, M. (2016). Parents’ Perceptions of Teacher Engagement at a Cyber Charter High School. In Proceedings of E-Learn: World Conference on E-Learning (pp. 577-581). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)