SITE 2013 - Examining The Research Related To The Role Of The Teacher In The K-12 Online Learning Environment


Published on

Barbour, M. K. (2013, March). Examining the research related to the role of the teacher in the K-12 online learning environment. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, New Orleans, LA.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

SITE 2013 - Examining The Research Related To The Role Of The Teacher In The K-12 Online Learning Environment

  1. 1. Michael BarbourWayne State University
  2. 2. Virtual School Designer: Course Development design instructional materials works in team with teachers and a virtual school to construct the online course, etc.Virtual School Teacher: Pedagogy & Class Management presents activities, manages pacing, rigor, etc. interacts with students and their facilitators undertakes assessment, grading, etc.Virtual School Site Facilitator: Mentoring & Advocating local mentor and advocate for student(s) proctors & records grades, etc. Davis (2007)
  3. 3. Developed by team on behalf of the online program a team of teachers, multimedia specialists, instructional designers work for hire/contractDeveloped by the online teacher hired to teach a non-existent course course developed throughout semester
  4. 4. Copyright who owns the content? what happens if teacher leaves?Expertise/Training “more than 31% of teachers reported receiving no training in online lesson design” (Rice & Dawley,2007, p. 26) to create one hour of training it took 43 hours for instructor-led, 79 hours for basic e-learning, 184 hours for interactive e-learning, and 490 hours for advanced e-learning (Chapman Alliance, 2010)Lack of Research to Guide Practice studies have focused on unreliable and invalid measures primary data has been teacher and developer perceptions no open access research-based standards
  5. 5.  Barbour (2005, 2007) Barbour & Cooze (2004); Cooze & Barbour (2005, 2007); Keeler (2006) Grabinger, Aplin & Ponnappa-Brenner (2008); Keeler, Richter, Anderson-Inman & Horney (2007) Keeler (2003, 2004); Keeler & Anderson- Inman (2004a, 2004b); Keeler & Horney (2008)
  6. 6. Similar to classroom-based teaching, with differences time management, creation of materials, understanding current technology and working with a student one-on-one (Kearsley & Blomeyer, 2004) work differently to have positive communication and assessments, using non-verbal communication, time is needed for teachers to become comfortable with technology, shift occurring from teacher-centered to student- centered learning (Easton, 2003)
  7. 7. Online teaching is more work CDLI class size limit (official & unofficial) asynchronous instruction in particularLack of reliable and valid empirical research most research is based on teacher perceptionsWhat is known about teacher training learn online in order to teach online works in team with teachers and a virtual school to construct the online course, etc.
  8. 8.  Davis & Roblyer (2005); Davis, Roblyer, Charania, Ferdig, Harms, Compton & Cho (2007); DiPietro (2010); DiPietro, Ferdig, Black & Preston (2008) Murphy & Coffin (2003); Murphy & Rodríguez-Manzanares (2009a, 2009b); Murphy, Rodriguez-Manzanares & Barbour (2011); Nippard & Murphy (2007)
  9. 9. Critical to the success of students research has shown the presence of active facilitators increase student performance (Roblyer, Freeman, Stabler, & Schneidmiller, 2007) a trained facilitator also has a positive impact on student performance (UNC-Chapel Hill)Facilitator should monitor student activities support students soft learning skillsFacilitator should not provide regular tutoring provide significant or substantial technical assistance
  10. 10. Support for the facilitator the allocation of one teaching per school for each 175 students to support the delivery of CDLI courses (Shortall & Greene-Fraize, 2007) schools that had students participating in supplemental distributed learning were eligible to receive 0.125 of a full-time equivalent for the local or school-based support of their students engaged in distributed learning (Barbour, 2011)
  11. 11.  Barbour & Mulcahy (2004); Barbour & Mulcahy (2009) Roblyer, Freeman, Stabler, & Schneidmiller (2007) de la Varre, Keane, & Irvin (2010, 2011); Hannum, Irvin, Lei, & Farmer (2008); Irvin, Hannum, Farmer, de la Varre, & Keane (2009)
  12. 12. Lack of professional development less than 40% of online teachers reported to receiving any professional development before they began teaching online (Rice & Dawley, 2007)Lack of teacher preparation programs less than 2% of universities in the United States provided any systematic training in their pre- service or in-service teacher education programs (Kennedy & Archambault, 2012)
  13. 13. Assistant Professor Wayne State University, USA http://www.michaelbarbour.com