The Forgotten Teachers in K-12 Online Learning

Barbour, Michael K.; Adelstein, David; Morrison, Jonathan

doi:10.4018/ijopcd.2014070102

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…In five of the six cases studied there was an onsite assistant with the remote students. This person was observed doing various tasks such as classroom management, communicating with the teacher about students' progress, tutoring students, distributing resources, and handling the organization and logistics of the classroom on the other side of the screen, which matches what Borup and Drysdale () reported in their work on the role of the “other” in K‐12 online and blended courses The teachers interviewed were adamant about emphasizing the critical role this support person plays in the success of videoconferencing, confirming existing literature on the topic (Barbour & Adelstein, ; Barbour & Mulcahy, ; Bower et al ., ; de la Varre, Kane, & Irvin, ; Hedestig & Kaptelinin, ; White, Ramierz, Smith, & Plonowski, ). Teacher C noted that she had “a system where the assistant sends me student work every day,” and Teacher E commented that she “could not survive without the teaching assistant over there.…”

Section: Resultssupporting

confidence: 77%

Navigating the challenges of delivering secondary school courses by videoconference

Rehn¹,

Maor²,

McConney³

2016

Brit J Educational Tech

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The purpose of this research is to unpack and learn from the experiences of teachers who deliver courses to remote secondary school students by videoconference. School districts are using videoconferencing to connect students and teachers who are separated geographically through regular live, real‐time conferences. Previous studies have shown the inadequacy of videoconferencing to create effective learning communities when used solely as a lecturing tool, but there is limited research into understanding how to mitigate the challenges in order to leverage the tool for what it affords. This collective case study uses qualitative methods to examine those challenges and propose strategies for overcoming them. Five obstacles were identified (insufficient time, feelings of isolation, scheduling and logistics, unreliable technology and limited personal connection) with the following recommendations: leverage supporting tools, intentionally build presence and prioritize the programming within the district.

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Section: Resultssupporting

confidence: 77%

Navigating the challenges of delivering secondary school courses by videoconference

Rehn¹,

Maor²,

McConney³

2016

Brit J Educational Tech

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“…Business simulation games are a practical way of learning about business challenges and how to overcome those challenges in a risk-free environment. Previous literature and researchers have endorsed views that business simulation game motivation [23] can enhance critical experimental thinking and learning [19,24], time management [24], and teamwork and collaborative learning [19,23]. Vanevenhoven and Liguori [25], and Zhang [26] hold the view that entrepreneurial knowledge, skills, and activities are complicated not only at this critical time, but also in the natural environment.…”

Section: Business Simulation Games and Their Benefitsmentioning

confidence: 99%

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

et al. 2021

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COVID-19 has disrupted educational institutes across the world. Teachers and students are now forced to teach and study online for an unidentified period, which severely hampers the learning capacity as well the student’s intention toward entrepreneurship. This study compared the impact of traditional teaching and teaching through online management simulation games on student learning performance and further leads to entrepreneurial intention. To further understand the desirability of business simulation games, we used the technology acceptance model (TAM) and extended it by employing knowledge sharing, knowledge application, learnability, perceived pleasure, and self-efficacy as exogenous variables. For this purpose, time-lagged data were collected from 277 students enrolled in entrepreneurship courses in public sector universities. To deal with homogeneity and generalizability issues, students from different collaborative universities were asked to participate in the study. Structural equation modeling was employed for analysis, where the results depict that the students learning performance was enhanced after using simulation games compared to regular theoretical online lectures, which further encouraged them to be entrepreneurs. We also concluded that simulation games are novel and effective online teaching methodology for students during a time of crisis. The study concludes with its theoretical, practical implications, and directions for future researchers.

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“…For example, Easton (2003) indicated that virtual teachers needed more advanced skills in managing instructional activities and assessments, and stronger engagement skills because interactions with students are separated by both time and space. Recognising that virtual teaching requires additional professional development, the Government of Nova Scotia and the Nova Scotia Teachers Union even included a requirement for higher levels of professional development for virtual teachers than face-to-face teachers as a part of their collective agreement in that Canadian province (Barbour & Adelstein, 2013). The data in this study underscores many of these themes found in North America.…”

Section: Professional Developmentmentioning

confidence: 68%

The FarNet journey: Effective teaching strategies for engaging Māori students on the Virtual Learning Network

Barbour,

Bennett

2013

JOFDL

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The Virtual Learning Network (VLN) provides schools, particularly those in rural and remote areas, with the opportunity to cooperate to expand curricular offerings for their students. Each school that participates in a VLN cluster contributes at least one course delivered by an e-teacher, allowing member schools access to any course offered through the VLN that they cannot offer locally. At present, there is no formal national training for the e-teachers, although individual clusters offer a range of training opportunities. This case study focused on the e-teachers’ perceptions of the learning curve required for them to be adequately and effectively prepared to teach in the virtual environment. Results indicated that the experiences of e-teachers in this new learning environment were positive, but still embedded in the norm of a school. Further, e-teachers desired professional development beyond learning how to use the technology, but wanted more assistance in developing their pedagogy to work in the online environment. It is recommended that VLN cluster administration, and the Ministry of Education, provide a range of professional development opportunities in a variety of formats. The focus of this professional development should move beyond the technological tools and focus on how to use those tools in a virtual learning environment.

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The Forgotten Teachers in K-12 Online Learning

Cited by 6 publications

References 12 publications

Navigating the challenges of delivering secondary school courses by videoconference

Navigating the challenges of delivering secondary school courses by videoconference

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

The FarNet journey: Effective teaching strategies for engaging Māori students on the Virtual Learning Network

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