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Teachers' Perceptions of K-12 Online: Impacting the Design of a Graduate Course Curriculum
ARTICLE

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Journal of Educational Technology Systems Volume 45, Number 1, ISSN 0047-2395

Abstract

While K-12 online learning in the United States has increased exponentially, the ability of teacher education programs to adequately prepare teachers to design, deliver, and support has been deficient. A small number of universities have begun to address this deficit through the introduction of graduate certificates in online teaching. This article examines curricular changes focused on introducing in-service teachers to K-12 online learning. This design-based research study examined changes in teacher perceptions after having completed a systematic curriculum focused on K-12 online learning, as well as track revisions to that curriculum based on the data collected. The results indicate that even in a jurisdiction where online learning has become a graduation requirement, teachers often have many misconceptions about K-12 online learning. Further, planned exposure to K-12 online learning content can have significant impact on student understanding of and interest in the design, delivery, and support of K-12 online learning.

Citation

Barbour, M.K. & Harrison, K.U. (2016). Teachers' Perceptions of K-12 Online: Impacting the Design of a Graduate Course Curriculum. Journal of Educational Technology Systems, 45(1), 74-92. Retrieved November 21, 2019 from .

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