Dissertation/Thesis Abstract

Best practices in teaching K–3 online: A content analysis of distance education journals, blogs, and electronically-documented surveys
by Darnell, Nikosi, Ph.D., Texas Woman's University, 2013, 219; 3608164
Abstract (Summary)

The purpose of this study was to examine best teaching practices utilized by virtual K–3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K–3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best practices within the context of varying activity systems (Vygotsky, 1978; Engestrom, 1987; Leont’ev, 1978; Luria, 1976). The sample consisted of 5 distance education journals, 4 dedicated virtual school blogs, and 11 electronically-documented surveys completed by virtual K–3 instructors. The qualitative content analysis revealed that in following best practices virtual K–3 instructors were responsible for setting clear expectations, personalizing instruction, accommodating diverse learners, building a community of learners, implementing evidence-based teaching practices, using technology effectively in the online classroom, participating in professional development activities, and actively working with parents and administrators to improve the learning environment for virtual K–3 students.

Indexing (document details)
Advisor: Petty, Karen
Commitee: Rose, Katy, Snider, Sharla
School: Texas Woman's University
Department: Family Studies
School Location: United States -- Texas
Source: DAI-A 75/05(E), Dissertation Abstracts International
Subjects: Early childhood education, Educational technology, Education philosophy
Keywords: Activity theory, Best practices, Blogs, Distance education, Online, Qualitative content analysis, Virtual K-3 instructors, Virtual schools
Publication Number: 3608164
ISBN: 978-1-303-66102-0
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