Effective Practices and Technologies for Online Behavior Management of School-Aged Students

Autor/in	Barbetta, Patricia M.
Titel	Effective Practices and Technologies for Online Behavior Management of School-Aged Students
Quelle	In: Preventing School Failure, 66 (2022) 3, S.219-227 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barbetta, Patricia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2028714
Schlagwörter	Student Behavior; Online Courses; Educational Practices; Behavior Modification; Educational Technology; Technology Uses in Education; Expectation; Standards; Student Participation; Self Management; Peer Influence; Positive Reinforcement; Definitions; Responses + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Online course; Online-Kurs; Bildungspraxis; Behaviour modification; Verhaltensänderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Expectancy; Erwartung; Standard; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstmanagement; Begriffsbestimmung
Abstract	Managing student behavior is an essential component to creating positive and productive learning environments for school-aged children. As more teachers shift to synchronous online teaching, they face managing student behavior in a new learning environment that can pose distinctive challenges. Fortunately, teachers can bring to their online teaching many of the practices they use when teaching face to face. Teachers can use some practices the same way, and others may need minor modifications. Likewise, teachers have a variety of technologies at their disposal to assist them in facilitating online behavior management practices. This article recommends several online behavior management practices, suggests modifications for their use, and presents several technologies teachers can use to manage their students' online behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01