Abstract

The objective of this study was to describe how caring is experienced in the technology-mediated context of the Open High School in Utah, an online charter high school. Two female teachers, two male students, and two female students were interviewed three times over 9 months regarding their experience of caring teacher-student interactions. Data were analyzed using interpretative phenomenological analysis (IPA). Discovered themes were then organized into three superordinate themes: engrossment, motivational displacement, and reciprocity. Results suggest not only that caring interactions are possible in the online context, but also that specific caring pedagogies can strengthen the teacher-student relationship online. Additionally, evidence indicates that student reactions play an important role in caring in the online medium.

Citation

Velasquez, A., Graham, C.R. & Osguthorpe, R. (2013). Caring in a Technology-Mediated Online High School Context. Distance Education, 34(1), 97-118. Retrieved August 6, 2024 from https://www.learntechlib.org/p/167687/.

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Keywords

• Caring
• Elementary Secondary Education
• High Schools
• instruction
• Learning Processes
• online courses
• Perspective Taking
• Reliability
• Role
• teacher attitudes
• Teacher Student Relationship
• Trust (Psychology)