Student Perceptions of Their Interactions with Peers at a Cyber Charter High School

Autor/inn/en	Borup, Jered; Walters, Shea; Call-Cummings, Meagan
Titel	Student Perceptions of Their Interactions with Peers at a Cyber Charter High School
Quelle	In: Online Learning, 24 (2020) 2, S.207-224 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Student Attitudes; Charter Schools; High Schools; High School Students; Virtual Classrooms; Online Courses; Peer Relationship; Interaction; Friendship; Student Motivation; Peer Teaching; Cooperation; Interpersonal Communication; Bullying; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Schülerverhalten; Charter school; Charter-Schule; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Online course; Online-Kurs; Peer-Beziehungen; Interaktion; Freundschaft; Schulische Motivation; Peer group teaching; Peer Group Teaching; Co-operation; Kooperation; Interpersonale Kommunikation; Mobbing; Computerkonferenz
Abstract	K-12 online students are increasingly communicating and collaborating with their peers; however, research on the topic is limited--especially research examining students' perceptions and experiences. Guided by the Adolescent Community of Engagement framework's concept of peer engagement, this qualitative descriptive case study examined learner-learner interactions at a cyber charter high school. Ten students were selected by teachers based on their ability to independently engage in learning activities--five students were more independent and five required more support from others. Each student took part in two, hour-long interviews for a total of 20 interviews. The interviewers covered students' perceptions and experiences regarding teachers, parents, and peers. This report only focuses on peers. Iterative emic coding and thematic analysis revealed that their interactions with peers allowed them to develop friendships, improve their motivation, receive peer instruction, and collaborate effectively with others. Challenges are also covered. The article concludes with recommendations for research and practice. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01