• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
SITE 2013 - Examining The Research Related To The Role Of The Teacher In The K-12 Online Learning Environment
 

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

on

  • 512 views

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 ...

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.

Statistics

Views

Total Views
512
Views on SlideShare
461
Embed Views
51

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 51

http://virtualschooling.wordpress.com 31
http://www.scoop.it 20

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

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

    • Michael BarbourWayne State University
    • 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)
    • 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
    • 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
    •  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)
    • 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)
    • 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.
    •  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)
    • 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
    • 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)
    •  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)
    • 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)
    • Assistant Professor Wayne State University, USA mkbarbour@gmail.com http://www.michaelbarbour.comhttp://virtualschooling.wordpress.com