You are here:

Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs
article

, , Education Development Center, Inc., United States

Journal of Online Learning Research Volume 2, Number 4, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In addition to teaching the subject matter, online teachers are tasked with supporting students’ understanding of the online environment as well as students’ progress, engagement, and interactions within the course. Yet only four states and the District of Columbia require teachers to receive training in online instruction prior to teaching a K–12 online course (Watson et al., 2014). Directors of three supplemental online learning programs and one consortium in the Midwest administered a survey to their teachers to gather information about teachers’ preservice education and professional development, the challenges they encountered while teaching and supporting students online, and their perceived needs for additional professional development. Online teachers reported that they primarily received training while teaching online rather than during preservice education. The most commonly reported challenges were related to supporting student engagement and perseverance. The results from this survey suggest that online teachers may need additional training in multiple areas in order to best support their students. Further, the results highlight that more rigorous research is needed to determine the online instructional practices that improve student engagement, perseverance, and performance.

Citation

Zweig, J. & Stafford, E. (2016). Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs. Journal of Online Learning Research, 2(4), 399-418. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. SITE Joint SIG Symposia: A Collaboration Between the K-12 Online Learning SIG and Distance Learning SIG: How Higher Education and K-12 Online Learning Research Can Impact Each Other

    Rick Ferdig, Kent State University, United States; Leanna Archambault, Arizona State University, United States; Kerry Rice, Boise State University, United States; Margaret Niess, Oregon State University, United States; Trisha Litz, Regis University, United States; Amy Garrett-Dikkers, University of North Carolina Wilmington, United States; Aimee Whiteside, University of Tampa, United States; Michael Barbour, Touro University, United States; David Marcovitz, Loyola University Maryland, United States; Antoinette Davis, Eastern Kentucky University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 635–639

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.