Student Beliefs About Online Teaching: Implications for Virtual School Teachers
Kevin Oliver, Kevin Brady, Jason Osborne, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A mixed methods evaluation was conducted of the new North Carolina Virtual Public School (NCVPS), revealing significant student expectations for teachers in virtual school environments. While students generally agreed their teachers provided a high quality online course experience, their recommendations confirm many quality teaching variables that have been suggested for online teachers. Namely, students expect their teachers to teach, not just moderate a course shell; to provide for content interaction as well as peer-to-peer collaboration; to assign meaningful projects based on relevant content; to frequently communicate with students and provide individualized attention; and to provide speedy feedback. Study findings can be used to establish expectations for online teachers and to design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.
Oliver, K., Brady, K. & Osborne, J. (2009). Student Beliefs About Online Teaching: Implications for Virtual School Teachers. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1050-1057). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).