Supporting Online AP Students: The Rural Facilitator and Considerations for Training

Hendrix, Nicole; Degner, Katherine

doi:10.1080/08923647.2016.1198194

Cited by 18 publications

(18 citation statements)

References 16 publications

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“…Furthermore, some students underestimate the time and effort required to complete their tasks and need some support (McClendon et al, 2017). Time management and prioritizing tasks are critical and are factors that cause success in behavioral engagement (Hendrix & Degner, 2016;Michinov et al, 2011;Repetto et al, 2010), where there are countless distractions such as social media (Cho & Littenberg-Tobias, 2016). Another important aspect was highlighted by Machado et al (2016) that technological applications support innovative changes in education and promote students' behavioral engagement and meeting of their diverse needs.…”

Section: Learners' Engagementmentioning

confidence: 99%

The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies

ElSayary,

Mohebi,

Meda

2022

JITE:Research

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Aim/Purpose: This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers’ digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background: Teachers’ digital competencies are essential in creating an active e-learning environment that ensures students’ engagements and reduces learners’ sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology: An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution: The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners’ digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners’ engagements and develop their digital competencies based on the conceptual framework of the study. Findings: The study’s results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers’ digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners: Instructors need to consider students’ well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners’ engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners’ and educators’ digital competency. Recommendation for Researchers: The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners’ digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society: This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners’ digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students’ online learning. Future Research: Future research on measuring the impact of transforming students’ design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students’ learning is influenced by the teaching presence of their instructors. Also, it is recommended that future research considers measuring the instructors’ digital competencies and their impact on planning instructional activities.

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Section: Learners' Engagementmentioning

confidence: 99%

The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies

ElSayary,

Mohebi,

Meda

2022

JITE:Research

View full text Add to dashboard Cite

show abstract

“…However, this instructional support was not always welcomed by online teachers who believed that on-site facilitators who also taught content to students could undermine core teachers' ability to fulfill their responsibilities (de la Varre et al, 2011). While some have argued that facilitators should not engage in instructional content support, Hendrix and Degner (2016) believed it was unlikely that on-site facilitators would stop instructing their students, especially in rural settings where facilitators have developed close relationships with students.…”

Section: On-site Facilitatorsmentioning

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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“…Our review of the literature on distance learning and technology included studies that focused on teacher training (Koch, 2009; Prouty, 2009; Thurston et al, 2010; Zahn & Buchanan, 2002) and instructional design and implementation (Davis et al, 2013; Falduto & Ihde, 2007; Hendrix & Degner, 2016; Murphy & Coffin, 2003; Potter & Naidoo, 2006; Rude & Phillips, 2006; Sibon-Macarro et al, 2014; Zirzow, 2015). Studies also focused on administration (Purcell et al, 2005) and access (Arfstrom, 2010; Brenner, 2007; Goss, 2011; Horn, 2010; Rude et al, 2005; Stancil, 2011).…”

Section: Distance Learningmentioning

confidence: 99%

Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?

DiMartino

Schultz

2020

Rural Special Education Quarterly

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As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of student screen time exposure and its potential consequences. Basic qualitative methods were used to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time in an eighth-grade cohort in a rural western New York school. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” Implications for practice and future inquiry are reported.

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Supporting Online AP Students: The Rural Facilitator and Considerations for Training

Cited by 18 publications

References 16 publications

The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies

The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies

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

Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?

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