Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

Autor/in	Borup, Jered
Titel	Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.231-250 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Teacher Attitudes; Learner Engagement; Cooperative Learning; Virtual Classrooms; High Schools; High School Students; Distance Education; Electronic Learning; Interaction; Peer Relationship; Student Behavior; Case Studies; Teacher Surveys; Interviews; Charter Schools; Friendship; Student Motivation; Peer Teaching; Instruction; Learning Processes; Barriers; Cheating; Bullying; Educational Benefits; Online Courses + Suchen Sie Ihr Suchwort? Lehrerverhalten; Kooperatives Lernen; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Distance study; Distance learning; Fernunterricht; Interaktion; Peer-Beziehungen; Student behaviour; Schülerverhalten; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Charter school; Charter-Schule; Freundschaft; Schulische Motivation; Peer group teaching; Peer Group Teaching; Teaching process; Unterrichtsprozess; Learning process; Lernprozess; Prellen; Mobbing; Bildungsertrag; Online course; Online-Kurs
Abstract	Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner-learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner-learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner-learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner-learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students' individual needs and requiring collaborative learning opportunities. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01