Strictly Business: Teacher Perceptions of Interaction in Virtual SchoolingAll Faculty Publications
- class size,
- distance education,
- virtual classrooms,
- teaching methods,
- online courses
AbstractThis study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Using intensity sampling, eight teachers who varied across discipline, grade level, and course completion rates were student-initiated and instructional in nature. The main procedural interactions focused on notifications sent to inactive students. Social interactions were minimal and viewed as having little pedagogical value. Institutional barriers such as class size and an absence of effective tracking mechanisms limited the amount and types of interaction teachers engaged in. Study implications and future research are discussed.
Original Publication CitationHawkins, A., Barbour, M.K., & Graham, C.R. (211) Strictly business: Teacher perceptions of interaction in virtual schooling. Journal of Distance Education. 25(2), 211.
Document TypePeer-Reviewed Article
PublisherAthabasca University Press
CollegeDavid O. McKay School of Education
DepartmentInstructional Psychology and Technology
Copyright Status© 2011 Canadian Network for Innovation in Education Article published under a Creative Commons Attribution 3.0 License. Article can be found in the Journal of Distance Education at http://www.jofde.ca/index.php/jde/article/view/726.
Copyright Use Informationhttp://lib.byu.edu/about/copyright/
Citation InformationCharles R. Graham, Abigail Hawkins and Michael K. Barbour. "Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling" (2011)
Available at: http://works.bepress.com/michael_barbour/124/