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Exploring the Concerns of Online K-12 Teachers
Tadd Farmer, Purdue University, United States ; Richard West, Brigham Young University, United States
Journal of Online Learning Research Volume 5, Number 1, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In this interpretative phenomenological analysis (IPA) study, we found that the experiences of online teachers are highly complex and individualized, and that the development of their concerns as teachers is largely unaffected by years of teaching experience. Because of the dramatic increase in online K-12 education, there is a need for additional research to understand evidence-based practices in online teaching. Few studies have attempted to capture the rich experience of online teachers through a careful analysis of their teaching concerns. Using two-stage online video interviews and bimonthly journaling entries, seven K-12 educators from a single Midwestern institution revealed numerous job-related concerns hereafter categorized by personal, instructional, and relational themes, along with categories found at the intersection of these three themes. The findings presented here encourage greater dialogue between teachers and organizational leaders to understand and mitigate the negative impact of these concerns.
Citation
Farmer, T. & West, R. (2019). Exploring the Concerns of Online K-12 Teachers. Journal of Online Learning Research, 5(1), 97-118. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/184482/.
© 2019 Association for the Advancement of Computing in Education (AACE)