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Course designs, instructional strategies, and support systems in K–8 online education: A case study
DISSERTATION

, University of Phoenix, United States

University of Phoenix . Awarded

Abstract

The purpose of this case study was to describe how K-8 online educators adapt the online venue to accommodate the learning and developmental needs of elementary and middle school students. The sample consisted of 27 online educators from Wisconsin with current or prior traditional classroom experience. Data collection included interviews with open-ended questions, synchronous and asynchronous classroom observations, and a review of available documents to explore pedagogical beliefs, course development, instructional strategies, and support systems. Results revealed nine themes. Three themes related to pedagogical beliefs: theme 1, address student needs; theme 2, create strong schools; and theme 3, develop the learning environment. Three themes related to educator practices: theme 4, build a strong curriculum; theme 5, employ research-based strategies; and theme 6, develop the learning community. Three themes represented support systems: theme 7, human systems; theme 8, technology systems; and theme 9, organization systems. Each theme included a set of quality indicators. The findings may lead to models for professional development or development of policy connected to authentic practice.

Citation

Hemschik, T.K. Course designs, instructional strategies, and support systems in K–8 online education: A case study. Ph.D. thesis, University of Phoenix. Retrieved August 6, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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