Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

Abstract

Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner-learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner-learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner-learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner-learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students' individual needs and requiring collaborative learning opportunities.

Inproved Math Connection Skills Through Online Learning Using MATH-UNWIR

“…The goal is that student has provided themselves before lectures take place so that lectures can be maximized. This is supported by relevant online learning research such as (Means et al, 2016;Peters-Burton et al, 2014); teachers' perspectives on research (Borup, 2016b; Micah N. Bruce-Davis, E. Jean Gubbins, Cindy M. Gilson, Merzili Villanueva, Jennifer L. Foreman, 2014) and parental involvement is found in research (Borup, 2016a;Lisa Hasler Waters, 2014);. Meanwhile, research is seen through the perspective of students such as (Borup et al, 2019;Hawkins et al, 2013;Kim et al, 2015;Oviatt et al, 2016;Turley & Graham, 2019); only a few studies on the scope of students including (Hasler-waters et al, 2014).…”

Perceptions about Learners’ Roles and Functions in Online Higher Education: A Qualitative Research Required

“…According to Borup (2016), 'unprecedented levels of learner-learner interaction' in online learning is believed to have a potential to transform the ways students learn online (p. 231). The author seems to agree with Mr. Harding (Journell, 2010) that online teaching and learning often focus on learners' independence or teachers' flexibility rather than on interaction and collaboration.…”

“…On the other hand, little research has studied 'how online teachers perceive, value, and facilitate learner-learner interactions'. Borup (2016) surveyed and interviewed teachers working full-time at an 'online charter high school' in the U.S.A. and examined their perceptions of 'learner-learner interactions' in a case study. The research demonstrated that four types of student behaviours like befriending, motivating, instructing, and collaborating impact student engagement and learning positively.…”

A capability approach for online primary and secondary students with disabilities

“…Collaboration with other students, however, is a practice for which research about these students can be investigated. One research study, which asked specifically about collaboration, found that adolescent students, especially, are affected by their peers’ efforts in collaborating as well as befriending, motivating and instructing in online education (Borup, ). This finding aligns with research evidence about the growing influence of peers at this age, which has been documented in neuroscience research about social‐cognitive and affective development for children (Crone, ; Crone & Dahl, ; Konrad et al, ).…”