Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School

Rice, Mary; Carter, Richard Allen

doi:10.24059/olj.v20i4.1054

Cited by 32 publications

(41 citation statements)

References 12 publications

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“…We recommend that online programs provide a parent portal with a dashboard that clearly communicates important student performance and progress information. While previous researchers have described or advocated for similar dashboards for teachers (Borup, Graham, & Drysdale, 2014;Adams Becker, Freeman, Giesinger Hall, Cummins, & Yuhnke, 2016;Dickson, 2005;Rice & Carter, 2016;Zhang & Almeroth, 2010) and students (Patrick, Kennedy, & Powell, 2013), additional attention needs to be paid to parent dashboards. While teacher dashboards are becoming more common, they can be ignored when poorly designed (Murphy et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Borup¹,

Chambers²,

Stimson³

2019

IRRODL

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Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.

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Section: Discussionmentioning

confidence: 99%

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Borup¹,

Chambers²,

Stimson³

2019

IRRODL

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“…Research has found K-12 online teachers can provide a high degree of support that builds close, caring relationships with some students (Velasquez, Graham, & Osguthorpe, 2013). However, supplemental courses rely heavily (if not exclusively) on asynchronous communication, making it difficult for online teachers to provide all of their students with the timely support they require (Rice & Carter, 2016). As a result, online students are increasingly being provided with an on-site facilitator who works with them in their local brick-and-mortar schools.…”

mentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

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In an attempt to better support their students and reduce online course attrition rates, some brickand-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, 70 students completed a survey and 51 students participated in one of eight focus groups to share their perceptions and experiences regarding online teacher and on-site facilitator support. Findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students' on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

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“…Μεταξύ των μαθητών υπήρξαν αρκετοί που ζούσαν σε αγροτικές αλλά και απομονωμένες περιοχές των Η.Π.Α., του Καναδά και άλλων χωρών (Hannum,et al,2009;De la Varre et al,2010;Hiew et al, 2010;Barbour,2011;Holian et al,2014;De la Varre, 2014 ). Τρεις έρευνες είχαν ως δείγμα παιδιά με ειδικές ανάγκες (Burdette et al, 2013;Burdette et al, 2014;Johnston,2014;Rice et al, 2016 Thomson,2010;Wallace,2009). Φυσικά δε συμμετείχαν μόνο οι μαθητές στις έρευνες αλλά σε αρκετές έλαβαν μέρος οι εκπαιδευτικοί, οι διευθυντές των σχολείων τους καθώς και οι γονείς τους.…”

Section: παρουσίαση αποτελεσμάτωνunclassified

“…Φυσικά δε συμμετείχαν μόνο οι μαθητές στις έρευνες αλλά σε αρκετές έλαβαν μέρος οι εκπαιδευτικοί, οι διευθυντές των σχολείων τους καθώς και οι γονείς τους. Συμμετείχαν εκπαιδευτικοί με διδακτική εμπειρία και επιμόρφωση στην εξ αποστάσεως διδασκαλία, διευθυντές σχολείων που εφαρμόζουν προγράμματα εξ αποστάσεως (συμπληρωματικής, μικτής, ηλεκτρονικής μάθησης), στελέχη της εκπαίδευσης, διευθυντές σχολείων, διευθυντές εκπαίδευσης, σχολικοί σύμβουλοι όπως μεταξύ άλλων στις έρευνες των (Ulker et al, 2013;Rice et al, 2016;Archambault et al, 2009;Reid et al, 2009;Hannum,et al,2009;Holian et al2014;Barbour,2016 ), αλλά σε αρκετές έρευνες και οι γονείς των μαθητών (Ulker et al, 2013;Burdette et al, 2014;Johnston,2014;Siko, 2014) μια και λειτουργούν και αυτοί ως επιβλέποντες.…”

Section: παρουσίαση αποτελεσμάτωνunclassified

“…Ανάλογα ποίκιλλαν τα αποτελέσματα της έρευνας και σχετικά με την αυτορρυθμιζόμενη μάθηση. Στην έρευνα της Rice et al(2016) Στην έρευνα της Zaka (2013) καταγράφηκε πως τα οφέλη για τους μαθητές από τη Μικτή Μάθηση είναι πολύ περισσότερα και παρέχουν ευκαιρίες αυτόνομης μάθησης, ευελιξία, ελευθερία επιλογών, κίνητρα μάθησης. Αυτά τα πλεονεκτήματα επιδρούν στην επίδοση των μαθητών και στις μαθησιακές τους εμπειρίες τις οποίες με τη σειρά τους πολλοί μαθητές θέλησαν να μοιραστούν με τους γονείς τους, εξηγώντας τους το περιβάλλον μάθησης ή τη λειτουργία και χρήση των λογισμικών.…”

Section: παρουσίαση αποτελεσμάτωνunclassified

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Η Εξ Αποστάσεως Σχολική Εκπαίδευση. Συστηματική Ανασκόπηση Της Ελληνικής Και Διεθνούς Βιβλιογραφίας.

Κελενιδου

Αντωνιου²,

Παπαδακησ³

2017

ICODL

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This paper aimed at exploring the conclusions of the implementation of distance learning in schools of primary and secondary education in different countries as they were published in surveys from 2008 to today. Relied on the systematic review methodology to identify, evaluate and interpret the available research that responded to the research question asked. Eighty four surveys were initially selected, but thirtythree were rejected after testing, and they were presented in a table listing the reasons for their rejection. Of the forty-seven surveys selected, ten are from Greece and the rest from various other countries. From the processing of these surveys, many useful conclusions were drawn regarding the implementation of distance learning. Among the students who participated there were children living in remote rural areas, children with special learning needs or "gifted" pupils. Most of them expressed satisfaction with their participation, positively considering their ability to self-regulate their learning. The views of parents, teachers and educational staff were also explored. Finally, pedagogical exploitation of technology was evaluated. This thesis has been completed with the comparative assessment of Greek and foreign language research. Keywords: K-12 distance education, complementary distance learning, blended learning, e-learningΠερίληψη Η εργασία αυτή είχε ως στόχο να διερευνήσει τα συμπεράσματα από την εφαρμογή της σχολικής εξ αποστάσεως εκπαίδευσης σε σχολεία της α' θμιας και β' θμιας εκπαίδευσης σε διάφορες χώρες έτσι όπως αυτά δημοσιεύτηκαν σε έρευνες από το 2008 έως σήμερα. Στηρίχθηκε στη μεθοδολογία της συστηματικής ανασκόπησης ώστε να εντοπίσει, να αξιολογήσει και να ερμηνεύσει τις διαθέσιμες έρευνες που απαντούσαν στο ερευνητικό ερώτημα που είχε διατυπωθεί. Αρχικά επιλέχθηκαν ογδόντα τέσσερις έρευνες, μετά από έλεγχο όμως απορρίφθηκαν οι τριάντα τρεις, οι οποίες και παρουσιάστηκαν σε πίνακα όπου αναφέρονται τα αιτία της απόρριψής τους. Από τις σαράντα επτά έρευνες που επιλέχθηκαν δέκα ήταν από την Ελλάδα και οι υπόλοιπες από διάφορες άλλες χώρες. Από την επεξεργασία των ερευνών αυτών προέκυψαν πολλά χρήσιμα συμπεράσματα σχετικά με την εφαρμογή της εξ http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 12/05/2018 09:23:55 |

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Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School

Cited by 32 publications

References 12 publications

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Η Εξ Αποστάσεως Σχολική Εκπαίδευση. Συστηματική Ανασκόπηση Της Ελληνικής Και Διεθνούς Βιβλιογραφίας.

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