Abstract |
Virtual schools are rising in popularity and presence. Unfortunately, there is a relative dearth of research related to teaching and learning in virtual schools. Although there are numerous handbooks addressing teaching online, there is little research on successful online teaching in the K-12 arena. Much of the existing research focused on teaching online is rooted in face-to-face content, not focused on content areas, built upon a post-secondary audience, or fails to use data from the teachers themselves to triangulate findings. This article reports on a study of 16 virtual school teachers from the Michigan Virtual School (MVS). It reports on best-practices from the interviews conducted with MVS teachers; and also provides research triangulation for those practices. The paper concludes with implications for policy, research, and practice. (Contains 1 table and 1 figure.)
|
Recommended Citation |
DiPietro, Meredith; Ferdig, Richard E; Black, Erik W.; Presto, Megan (2010). Best Practices in Teaching K-12 Online: Lessons Learned from Michigan Virtual School Teachers. Journal of Interactive Online Learning 9(3) 10-35. Retrieved from https://oaks.kent.edu/ldespubs/20
|