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Exploring Online Education in K-12 Environments
PROCEEDINGS

, University of North Carolina at Charlotte, United States ; , University of Central Florida, United States ; , University of North Carolina at Charlotte, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Few online teachers receive any formal training online. Less than one percent have online learning experiences and rarely do teacher education programs address online learning pedagogy. However, research suggests that good teaching does not equally transfer to good face to face teaching (Journell, McFadyen, Miller, & Brown, 2014). Online learning requires different skills and dispositions that are unique to the environment. Despite these nuanced differences, growth trends in online learning in K-12 schooling are changing the nature of learning, especially in high school. Virtual schooling and online courses have become the go-to option for addressing the constricted economic climates and policy demands for curriculum reform and innovation. Quality of learning and technology-mediated achievement outcomes are surfacing as ex post facto concerns. This session explores various ideas that seek to address the balance between technology benefits and quality assurance.

Citation

Heafner, T., Hartshorne, R. & Petty, T. (2015). Exploring Online Education in K-12 Environments. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1478-1480). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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