Understanding the Roles of Families in Virtual Learning

Autor/inn/en	Currie-Rubin, Rachel; Smith, Sean J.
Titel	Understanding the Roles of Families in Virtual Learning
Quelle	In: TEACHING Exceptional Children, 46 (2014) 5, S.117-126 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059914530101
Schlagwörter	Family Role; Family Involvement; Online Courses; Electronic Learning; Educational Technology; Elementary Education; Primary Education; Middle Schools; Disabilities; Parent Participation; Parent Teacher Cooperation; Elementary Secondary Education; Teaching Methods; Technology Uses in Education; Family School Relationship; Communication Strategies; Social Development; Skill Development + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Elementarunterricht; Primarbereich; Middle school; Mittelschule; Mittelstufenschule; Handicap; Behinderung; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kommunikationsstrategie; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Families choose to enroll their children in fully online schools for many reasons. Online schools offer the possibility of flexible schedules and the potential to learn at a pace and in a manner that is not available to students in their brick-and-mortar schools (Cavanaugh & Clark, 2007). Because online education can allow for individualized instruction, fully online schools can be particularly appealing for families of students with disabilities. As the numbers of students with disabilities in online schools increase, families will need to understand the expectations these schools have for them and figure out their new role in these environments. The purpose of this article is to put in context the ever-changing role of the family in online learning, especially at the primary, elementary, and initial years of middle school. If teachers wish to maximize the potential of the fully online or online class experience, especially for students with disabilities, family engagement is critical. This article will consider the research about effective ways to further teacher and parent engagement, especially parents of children with disabilities. Readers will be able to connect current knowledge in the field about parent-teacher collaboration and apply these interactions to tips and strategies for the online classroom. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01