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An Online High School “Shepherding” Program: Teacher roles and experiences mentoring online students
ARTICLE

, , Brigham Young University, United States ; , George Mason University, United States

Journal of Technology and Teacher Education Volume 22, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, very little research addresses how programs that are fully online can provide their students with comparable support. Using K-12 online research, this case study analyzed a “shepherding program” at Mountain Heights Academy, a fully online high school. We found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, the shepherding program increased teachers’ job satisfaction, responsibility, motivation, and mental peace. Demands on teachers who acted as shepherds included investments of time and emotion. This case study provides fully online schools with one approach for improving student support.

Citation

Drysdale, J., Graham, C. & Borup, J. (2014). An Online High School “Shepherding” Program: Teacher roles and experiences mentoring online students. Journal of Technology and Teacher Education, 22(1), 9-32. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved January 17, 2019 from .

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Cited By

  1. 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

  2. Online Dissertation Chairs’ Perceptions: Reflective Mentoring Practices and Changing Student Cross Cultural and Generational Worldviews

    Barbara Fedock, University of Phoenix, United States

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 829–832

  3. Documenting and Sharing the Work of Successful On-site Mentors

    Joseph Freidhoff, Michigan Virtual University, United States; Jered Borup, George Mason University, United States; Rebecca Stimson & Kristen DeBruler, Michigan Virtual University, United States

    Journal of Online Learning Research Vol. 1, No. 1 (February 2015) pp. 107–128

  4. Peer Reviewing: A Tool to Engage Online Students in the Classroom Managerial Process

    Barbara Fedock, University of Phoenix, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 558–563

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