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K–12 Students’ Experiences of the Synchronous Remote Teaching and Learning Environment.

, , Umeå University, Sweden

Journal of Online Learning Research Volume 7, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The use of online, distance, and remote teaching is a growing phenomenon in the K–12 context. However, within this field of research, focus has primarily been on the use of asynchronous (not real-time) remote teaching and with a specific focus on the experience of teachers. The aim of this pilot study was to explore K–12 students’ experiences of the synchronous (real-time) remote teaching and learning environment. The following research questions were posed: (1) What possibilities and challenges can be identified from the perspective of students? (2) What development needs can be discerned for unexperienced teachers and students in synchronous remote teaching and learning environments? The data was collected from 177 students, using a quantitative instrument with questions in four dimensions: teacher support, involvement, cooperation, and autonomy support. Findings reveal both possibilities and challenges experienced by students in the synchronous remote teaching environment.

Keywords: online, K–12, students, synchronous, remote, virtual, WIHIC.

Citation

Lindfors, M. & Pettersson, F. (2021). K–12 Students’ Experiences of the Synchronous Remote Teaching and Learning Environment. Journal of Online Learning Research, 7(3), 249-263. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2022 from .