Pioneering the digital age of instruction: Learning from and about K-12 online teachers
Leanna Archambault, Jean Larson, Arizona State University, United States
Journal of Online Learning Research Volume 1, Number 1, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study was threefold: (1) to examine the needs of K-12 online teachers, including the dominant factors and career paths that influenced their decision to teach online; (2) to discover what online teachers viewed as the most important attributes an online teacher must have to be highly effective; and (3) to highlight the nature of the preparation/training K-12 online teachers received and found to be most helpful in fulfilling their positions. A web-based survey, including questions in both open and closed form, was used to gather data from 325 participants. Based on the findings, teachers working with K-12 students online are self-motivated, place a high value on learning and education, and enjoy the challenge and process of using technology for teaching. However, only a limited number of teacher preparation programs address any aspect of the methods and techniques required for teaching online, and even fewer offer online field placement opportunities for pre-service teachers. For the most part, current online teachers were found to have received training after graduation, while working in the field. Further research is needed to specifically define and empirically validate the methods and techniques required for effective online teaching at the K-12 level so that programs can be further developed to effectively prepare future K-12 online teachers.
Archambault, L. & Larson, J. (2015). Pioneering the digital age of instruction: Learning from and about K-12 online teachers. Journal of Online Learning Research, 1(1), 49-83. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Sarah Bryans-Bongey & Kevin J. Graziano, Nevada State College, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 921–925
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.