Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

Distance education has historically contained little or no learner–learner interactions. Currently the Internet allows for unprecedented levels of learner–learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibilit...

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Autor principal:	Jered Borup
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	K-12 online learning cyber schooling collaboration peer tutoring Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f0fe48e243064e7ab5e783eab1c892c2
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spelling	oai:doaj.org-article:f0fe48e243064e7ab5e783eab1c892c22021-12-02T19:25:28ZTeacher Perceptions of Learner-Learner Engagement at a Cyber High School10.19173/irrodl.v17i3.23611492-3831https://doaj.org/article/f0fe48e243064e7ab5e783eab1c892c22016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2361https://doaj.org/toc/1492-3831Distance education has historically contained little or no learner–learner interactions. Currently the Internet allows for unprecedented levels of learner–learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner–learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner–learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner–learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner–learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students’ individual needs and requiring collaborative learning opportunities.Jered BorupAthabasca University PressarticleK-12 online learningcyber schoolingcollaborationpeer tutoringSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	K-12 online learning cyber schooling collaboration peer tutoring Special aspects of education LC8-6691
spellingShingle	K-12 online learning cyber schooling collaboration peer tutoring Special aspects of education LC8-6691 Jered Borup Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
description	Distance education has historically contained little or no learner–learner interactions. Currently the Internet allows for unprecedented levels of learner–learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner–learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner–learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner–learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner–learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students’ individual needs and requiring collaborative learning opportunities.
format	article
author	Jered Borup
author_facet	Jered Borup
author_sort	Jered Borup
title	Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
title_short	Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
title_full	Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
title_fullStr	Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
title_full_unstemmed	Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
title_sort	teacher perceptions of learner-learner engagement at a cyber high school
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/f0fe48e243064e7ab5e783eab1c892c2
work_keys_str_mv	AT jeredborup teacherperceptionsoflearnerlearnerengagementatacyberhighschool
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Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

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