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Teaching Online: Discovering Teacher Concerns
ARTICLE

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Journal of Research on Technology in Education Volume 47, Number 4, ISSN 1539-1523

Abstract

Little is known about the degree to which teachers are interested in or value online K-12 education. This is an unfortunate gap in the literature, as online education has been and continues to be a swiftly growing component of the K-12 learning community. This exploratory study sought to measure K-12 preservice and inservice teacher concerns about teaching online in order to gain insight about teachers' personal interest in teaching online and what concerns they hold regarding online education. The results indicated via their concerns profile that this group of current and future teachers participants did not value online education and participants were reluctant to pursue online instructional opportunities. Responses to an open-ended question indicated that these respondents require more specific information regarding the differences in online and face-to-face instruction and how to deal with those differences. The results suggest that in order to recruit teachers to meet the needs of the growing community of online K-12 learners, new efforts are needed to address the teachers' needs and concerns.

Citation

Rakes, G.C. & Dunn, K.E. (2015). Teaching Online: Discovering Teacher Concerns. Journal of Research on Technology in Education, 47(4), 229-241. Retrieved June 24, 2019 from .

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