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The Nature of Parental Interactions in an Online Charter School
ARTICLE

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American Journal of Distance Education Volume 27, Number 1, ISSN 0892-3647

Abstract

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.)

Citation

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. Retrieved April 25, 2019 from .

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Cited By

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  2. The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers

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    Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 341–357

  3. Teacher Perceptions of Parental Engagement at a Cyber School

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    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1463–1469

  4. The Disconnect Between Policy and Research: Examining the Research into Full-Time K-12 Online Learning

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    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1438–1445

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