Best Practices in Teaching K-12 Online: Lessons Learned from Michigan Virtual School Teachers

Citation data:

Journal of Interactive Online Learning, Vol: 9, Issue: 3, Page: 10

Publication Year:
2010
Usage 951
Downloads 506
Abstract Views 445
Repository URL:
https://digitalcommons.kent.edu/ldespubs/20
Author(s):
DiPietro, Meredith, Ferdig, Richard E, Black, Erik W., Presto, Megan
Publisher(s):
Digital Commons @ Kent State University Libraries
Tags:
online courses, virtual classrooms, Web-based instruction, distance education, teaching methods, instructional effectiveness, teacher attitudes, interviews, best practices, experienced teachers, teacher characteristics, teacher effectiveness, secondary school teachers, Education
article description
Virtual schools are rising in popularity and presence. Unfortunately, there is a relative dearth of research related to teaching and learning in virtual schools. Although there are numerous handbooks addressing teaching online, there is little research on successful online teaching in the K-12 arena. Much of the existing research focused on teaching online is rooted in face-to-face content, not focused on content areas, built upon a post-secondary audience, or fails to use data from the teachers themselves to triangulate findings. This article reports on a study of 16 virtual school teachers from the Michigan Virtual School (MVS). It reports on best-practices from the interviews conducted with MVS teachers; and also provides research triangulation for those practices. The paper concludes with implications for policy, research, and practice. (Contains 1 table and 1 figure.)

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