Student Beliefs About Online Teaching: Implications for Virtual School Teachers

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Oliver, K., Brady, K. & Osborne, J. (2009). Student Beliefs About Online Teaching: Implications for Virtual School Teachers. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 1050-1057). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30744.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Kevin Oliver, Kevin Brady, Jason Osborne, North Carolina State University, USA

Abstract

A mixed methods evaluation was conducted of the new North Carolina Virtual Public School (NCVPS), revealing significant student expectations for teachers in virtual school environments. While students generally agreed their teachers provided a high quality online course experience, their recommendations confirm many quality teaching variables that have been suggested for online teachers. Namely, students expect their teachers to teach, not just moderate a course shell; to provide for content interaction as well as peer-to-peer collaboration; to assign meaningful projects based on relevant content; to frequently communicate with students and provide individualized attention; and to provide speedy feedback. Study findings can be used to establish expectations for online teachers and to design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.

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