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Student-Teacher Boundaries: Striking a Balance in the Online Learning Environment
PROCEEDINGS

, , , Kaplan University, 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

This study explores the boundary crossing experiences of online graduate instructors in an online school of education and the instructors’ interventions aimed at resolving potential student problems. Instructors responded to survey questions about classroom management practices involving the following: curriculum, student relationship demands, power, communication, personal time elements, expertise, personal challenges, and sharing of personal information. The results indicated that major boundary crossings occurred in curriculum demands, student relationship demands, and disrespectful communication. The results also indicated that instructors take into account the adult learner attributes to include motivation, experience, orientation, and readiness to learn. Specific instructor classroom management policies indicated a need to be direct, consistent, and professional. Instructors also noted administrative support as necessary and absolute in resolving student-teacher concerns.

Citation

Wallace, D.M., Rubel, D.C. & Brown, D.M. (2013). Student-Teacher Boundaries: Striking a Balance in the Online Learning Environment. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1701-1705). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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