The purpose of this case study was to describe how K-8 online educators adapt the online venue to accommodate the learning and developmental needs of elementary and middle school students. The sample consisted of 27 online educators from Wisconsin with current or prior traditional classroom experience. Data collection included interviews with open-ended questions, synchronous and asynchronous classroom observations, and a review of available documents to explore pedagogical beliefs, course development, instructional strategies, and support systems. Results revealed nine themes. Three themes related to pedagogical beliefs: theme 1, address student needs; theme 2, create strong schools; and theme 3, develop the learning environment. Three themes related to educator practices: theme 4, build a strong curriculum; theme 5, employ research-based strategies; and theme 6, develop the learning community. Three themes represented support systems: theme 7, human systems; theme 8, technology systems; and theme 9, organization systems. Each theme included a set of quality indicators. The findings may lead to models for professional development or development of policy connected to authentic practice.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 69/11, Dissertation Abstracts International|
|Subjects:||Elementary education, Educational technology, Curriculum development|
|Keywords:||Course design, Instructional strategies, K-8, K-8 online education, Online education, Pedagogy, Support systems, Virtual education|
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