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Best Practices in Teaching K-12 Online: Lessons Learned from Michigan Virtual School Teachers
ARTICLE

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Journal of Interactive Online Learning Volume 9, Number 3, ISSN 1541-4914

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.)

Citation

DiPietro, M., Ferdig, R.E., Black, E.W. & Presto, M. (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 April 23, 2019 from .

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Keywords

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