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Exploring Teachers’ Perceptions of Quality K-12 Blended and Online Learning
PROCEEDING

, , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

As K-12 blended and online learning grow, concerns about quality prevail. Ongoing is the discussion of what constitutes quality and the proliferation of national standards that represent the view of a variety of stakeholders with the exception of K-12 teachers who are challenged to design for and teach in these environments. With a perspective that “one must be able to define quality in order to assess it” (Schwirzke et al., 2018, p. 103), the researchers qualitatively analyzed 42 K-12 teachers’ perceptions about quality. Findings indicated that teachers’ perceptions aligned with some national standards and competencies related to K-12 blended and online courses and teaching, but also revealed unique characterizations. Future research and recommendations for teacher education are presented.

Citation

Hathaway, D. & Mehdi, T. (2020). Exploring Teachers’ Perceptions of Quality K-12 Blended and Online Learning. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 693-700). Online: Association for the Advancement of Computing in Education (AACE). Retrieved March 8, 2021 from .