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The Preparation and Perspective of Online K-12 Teachers in Nevada
PROCEEDINGS

, , University of Nevada Las Vegas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As the number of online distance education courses continue to proliferate throughout the United States, a growing percentage of teachers are facing the challenge of creating online versions of their traditional, face-to-face courses while still preserving the quality of instruction. Teachers' preparation is likely to affect the quality of courses offered via distance education. However, little is known about the preparation of those who teach in K-12, online environments. This pilot study set out to do just that. A group of online teachers from two virtual schools in Nevada were surveyed in order to measure their perceptions concerning their level of preparation for their current assignment. Surveyed teachers report having little preparation for teaching online during their teacher education program for measures associated with the areas of online pedagogy, course design, and technical assistance. Modifications of this survey for use within a larger national sample are discussed.

Citation

Archambault, L. & Crippen, K. (2006). The Preparation and Perspective of Online K-12 Teachers in Nevada. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1836-1841). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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