You are here:

Strictly business: Teacher perceptions of interaction in virtual schooling PROCEEDINGS

, Brigham Young University, United States ; , Wayne State University, United States ; , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Teacher interviews revealed the majority of interactions were student-initiated and instructional in nature. The main procedural interactions focused on notifications sent to inactive students. Social interactions were minimal and viewed as having little pedagogical value. Institutional barriers such as class size and an absence of effective tracking mechanisms limited the amount and types of interaction teachers engaged in. Study implications and future research are discussed.

Citation

Hawkins, A., Barbour, M.K. & Graham, C.R. (2011). Strictly business: Teacher perceptions of interaction in virtual schooling. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1520-1523). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2018 from .

Keywords