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The Relationship between Online K-12 Teacher-Student Instructional Interaction and Student Achievement
PROCEEDINGS

, University of Louisiana at Lafayette, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This paper is a report on a work in progress that attempts to address the relationship between teacher-student instructional interaction and student achievement in K-12 online courses. There are a number of studies that address teacher-student interaction in post-secondary level online classes, but due to the relatively new influx of online education at the K-12 level, there is not enough research that focuses on promising practices in online education at the elementary, middle and high school levels. The proposed study will attempt to uncover the relationship between teacher-student instructional interaction and student performance in online Algebra I courses by comparing frequency and quality of teacher-student interaction and students' Algebra I End of Course (EOC) achievement scores.

Citation

Chargois, T. (2013). The Relationship between Online K-12 Teacher-Student Instructional Interaction and Student Achievement. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 625-630). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2022 from .

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