Factors Facilitating and Impeding Online Learning in U.S. High-Needs K-12 Schools During the COVID-19 Pandemic: Experiences of Teachers, Administrators, and Parents
PROCEEDING
Heejung An, Geradline Mongillo, William Paterson University of New Jersey, United States ; Woonhee Sung, University of Texas at Tyler, United States ; David Fuentes, William Paterson University of New Jersey, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Employing phenomenology as a framework, this study sought to capture and understand what teachers, administrators, and parents in high-needs US K-12 schools have experienced from a first-person point of view during the COVID-19 pandemic. Online individual in-depth interviews were conducted on the Zoom video conferencing platform. Findings from the thematic data analysis highlight four themes that facilitated and impeded online learning in high-needs U.S. schools during the COVID-19 pandemic that may need to be taken into consideration to plan, design, and implement sustainable online learning in high-needs schools: (a) accessibility, (b) usability, (c) wellness, and (d) support.
Citation
An, H., Mongillo, G., Sung, W. & Fuentes, D. (2022). Factors Facilitating and Impeding Online Learning in U.S. High-Needs K-12 Schools During the COVID-19 Pandemic: Experiences of Teachers, Administrators, and Parents. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2320-2326). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 31, 2024 from https://www.learntechlib.org/primary/p/221030/.
© 2022 Association for the Advancement of Computing in Education (AACE)
