Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online

Moore-Adams, Brianne Leigh; Jones, W. Monty; Cohen, Jonathan

doi:10.1080/01587919.2016.1232158

Cited by 82 publications

(53 citation statements)

References 14 publications

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“…Evidence suggests that 'peer interactions can provide motivation and improve learning outcomes' (EEF, 2020, p. 4). To design and implement these quality online environments, teacher training and support are crucial (Tallent-Runnels et al, 2006), but to date, such provisions have been limited (Moore- Adams et al, 2016).…”

Section: Related Literaturementioning

confidence: 99%

The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption

Greenhow

Lewin

Willet

2020

Technology, Pedagogy and Education

127

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Section: Related Literaturementioning

confidence: 99%

The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption

Greenhow

Lewin

Willet

2020

Technology, Pedagogy and Education

127

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“…In the United States, though higher education enrollment has declined, online learning enrollment in public institutions has continued to increase ( Allen & Seaman, 2017 ), and so has the research on online learning. There have been review studies conducted on specific areas on online learning such as innovations in online learning strategies ( Davis et al, 2018 ), empirical MOOC literature ( Liyanagunawardena et al, 2013 ; Veletsianos & Shepherdson, 2016 ; Zhu et al, 2018 ), quality in online education ( Esfijani, 2018 ), accessibility in online higher education ( Lee, 2017 ), synchronous online learning ( Martin et al, 2017 ), K-12 preparation for online teaching ( Moore-Adams et al, 2016 ), polychronicity in online learning ( Capdeferro et al, 2014 ), meaningful learning research in elearning and online learning environments ( Tsai, Shen, & Chiang, 2013 ), problem-based learning in elearning and online learning environments ( Tsai & Chiang, 2013 ), asynchronous online discussions ( Thomas, 2013 ), self-regulated learning in online learning environments ( Tsai, Shen, & Fan, 2013 ), game-based learning in online learning environments ( Tsai & Fan, 2013 ), and online course dropout ( Lee & Choi, 2011 ). While there have been review studies conducted on specific online learning topics, very few studies have been conducted on the broader aspect of online learning examining research themes.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of research on online teaching and learning from 2009 to 2018

Martin

Sun

Westine

2020

Computers & Education

345

113

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Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

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“…In the wake of COVID-19, most of the world’s students and teachers had to shift teaching and learning online within a matter of days or weeks (Ferdig et al, 2020 ; Hartshorne et al, 2020 ). Online learning, also known as e-learning, distance learning, virtual learning, or remote learning, is instruction that is based in a virtual environment where communication is solely facilitated using technological tools (Moore-Adams et al, 2016 ). Until the recent pandemic, the majority of online courses were offered in the higher education setting, with a relatively small percentage of K-12 students attending virtual schools or taking classes online (Pourreau, 2015 ; Wu, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic

Kaplan-Rakowski

Yang

et al. 2021

Education Tech Research Dev

111

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This mixed-methods study explored K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the COVID-19 pandemic. The study also examined teachers’ perspectives of the “new normal” after COVID-19 and of what should be done to better prepare teachers for future emergencies. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. A total of 107 teachers from 25 different states in the United States completed the online survey, and 13 teachers from 10 different states participated in the follow-up interviews. The results revealed teachers’ feelings about online teaching and various strategies and tools they used during the early stage of the COVID-19 pandemic. The major challenges faced by teachers during the pandemic included lack of student participation and engagement (or lack of parental support), students without access to technology, concerns about students’ well-being, no face-to-face interactions with students, no work-life balance, and learning new technology. Four major themes emerged regarding how to better prepare teachers for future emergencies: (1) professional development for online learning, (2) technology access, (3) technology training for both teachers and students, and (4) action plans and communication. Regarding teachers’ perspectives of the “new normal,” five major themes emerged: (1) more online or blended learning, (2) rethinking normal, (3) hygiene and social distancing, (4) smaller classes and different school schedules, and (5) uncertainty and concerns about the “new normal.”

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Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online

Cited by 82 publications

References 14 publications

The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption

The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption

A systematic review of research on online teaching and learning from 2009 to 2018

Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic

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