Communication in Online Learning -- How Important Is It?

Autor/inn/en	Ashe, Sherry Janine; Lopez, Robert Molina
Titel	Communication in Online Learning -- How Important Is It?
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 94 (2021) 1, S.15-30 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashe, Sherry Janine) ORCID (Lopez, Robert Molina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2020.1835795
Schlagwörter	Computer Mediated Communication; Electronic Learning; Online Courses; Teaching Experience; Secondary School Teachers; Virtual Schools; Teacher Student Relationship; Teacher Attitudes; Technology Integration; Technology Uses in Education; Teacher Participation; Alabama + Suchen Sie Ihr Suchwort? Computerkonferenz; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of this transcendental phenomenological study was to describe teacher experiences of teacher-to-student technology-mediated communication (TMC) in secondary virtual school (VS) environments in Alabama. The central research question for this study was: How do virtual school teachers in Alabama describe their experiences of teacher-to-student technology-mediated communication in secondary virtual school environments? Students educated in virtual environments use TMC, so teachers must know what kinds of TMC work best. The problem is that the teacher voice has been ignored in identifying teacher-to-student TMC that is effective in secondary VS environments. Using purposeful sampling of 12 VS teachers in Alabama, this research utilized semi-structured interviews, artifacts, and an asynchronous online focus group to uncover teacher experiences of teacher-to-student interactions in VS environments. In seeking meaning from their experiences, the predominant theme of whatever is best for the students became evident. Four themes developed pertaining to the participants' experiences: Teacher mindset, teacher presence, integration of technology into instruction, and technology issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01