NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ941109
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0830-0445
Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling
Hawkins, Abigail; Barbour, Michael K.; Graham, Charles R.
Journal of Distance Education, v25 n2 2011
This study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Teacher interviews revealed the majority of interactions were student-initiated and instructional in nature. The main procedural interactions focused on notifications sent to inactive students. Social interactions were minimal and viewed as having little pedagogical value. Institutional barriers such as class size and an absence of effective tracking mechanisms limited the amount and types of interaction teachers engaged in. Study implications and future research are discussed. (Contains 1 figure and 1 table.)
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah