You are here:

Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
ARTICLE

, George Mason University

IRRODL Volume 17, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

Distance education has historically contained little or no learner–learner interactions. Currently the Internet allows for unprecedented levels of learner–learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner–learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner–learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner–learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner–learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students’ individual needs and requiring collaborative learning opportunities.

Citation

Borup, J. (2016). Teacher Perceptions of Learner-Learner Engagement at a Cyber High School. The International Review of Research in Open and Distributed Learning, 17(3),. Athabasca University Press. Retrieved October 22, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.