Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers an...

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Autores principales:	Jered Borup, Chawanna B. Chambers, Rebecca Stimson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	online learning student engagement virtual schooling online teachers on-site facilitators parental engagement Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/75aee268656a4c0890db587476d53130
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spelling	oai:doaj.org-article:75aee268656a4c0890db587476d531302021-12-02T19:25:48ZOnline Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School 10.19173/irrodl.v20i2.42371492-3831https://doaj.org/article/75aee268656a4c0890db587476d531302019-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4237https://doaj.org/toc/1492-3831Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents. Jered BorupChawanna B. ChambersRebecca StimsonAthabasca University Pressarticleonline learningstudent engagementvirtual schoolingonline teacherson-site facilitatorsparental engagementSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning student engagement virtual schooling online teachers on-site facilitators parental engagement Special aspects of education LC8-6691
spellingShingle	online learning student engagement virtual schooling online teachers on-site facilitators parental engagement Special aspects of education LC8-6691 Jered Borup Chawanna B. Chambers Rebecca Stimson Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
description	Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.
format	article
author	Jered Borup Chawanna B. Chambers Rebecca Stimson
author_facet	Jered Borup Chawanna B. Chambers Rebecca Stimson
author_sort	Jered Borup
title	Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
title_short	Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
title_full	Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
title_fullStr	Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
title_full_unstemmed	Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
title_sort	online teacher and on-site facilitator perceptions of parental engagement at a supplemental virtual high school
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/75aee268656a4c0890db587476d53130
work_keys_str_mv	AT jeredborup onlineteacherandonsitefacilitatorperceptionsofparentalengagementatasupplementalvirtualhighschool AT chawannabchambers onlineteacherandonsitefacilitatorperceptionsofparentalengagementatasupplementalvirtualhighschool AT rebeccastimson onlineteacherandonsitefacilitatorperceptionsofparentalengagementatasupplementalvirtualhighschool
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Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

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