American Journal of Distance Education Volume 27, Number 1, ISSN 0892-3647
A belief commonly held in the K-12 education community is that parents can have a positive impact on their child's learning. However, little research has examined parental involvement in an online learning environment. In this study, researchers using survey data found that generally students and parents viewed parent-instructor and learner-parent interactions as motivational. Students viewed learner-parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions was generally negatively correlated with course outcomes. These negative correlations may be the result of parents' tendency to increase interaction levels following poor student performance and may not reflect the actual impact of parental interactions on individual student learning. (Contains 11 tables.)
Borup, J., Graham, C.R. & Davies, R.S. (2013). The Nature of Parental Interactions in an Online Charter School. American Journal of Distance Education, 27(1), 40-55.
Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach
Jered Borup, Shea Walters & Meagan Call-Cummings
The International Review of Research in Open and Distributed Learning Vol. 20, No. 1 (Feb 28, 2019)
The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers
Richard E. Ferdig, Kristine E. Pytash, Karl W. Kosko, Riza Memis, Kelli Ryan & John Dunlosky, Kent State University, United States
Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 341–357
Jered Borup, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1463–1469
The Disconnect Between Policy and Research: Examining the Research into Full-Time K-12 Online Learning
Michael Barbour, Sacred Heart University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1438–1445
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