VIRTUAL SCHOOL PEDAGOGY: THE INSTRUCTIONAL PRACTICES OF K-12 VIRTUAL SCHOOL TEACHERS
VIRTUAL SCHOOL PEDAGOGY: THE INSTRUCTIONAL PRACTICES OF K-12 VIRTUAL SCHOOL TEACHERS
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DOI：
10.2190/ec.42.3.e
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发表时间：
2010-01-01
影响因子：
4.8
通讯作者：
Dipietro, Meredith
中科院分区：
文献类型：
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作者：
Dipietro, Meredith
K-12虚拟学校教育作为传统面对面教育环境的替代方案正在获得认可，为学生提供随时随地的学习机会。目前有必要对K-12虚拟学校教学的教学法进行研究，以了解虚拟学校课程提供的内容，教学法和技术的协调。本研究的目的是了解K-12虚拟学校教师的教学实践。从这个分析结果突出了参与者的信念，目标和虚拟学校教学相关的做法之间的关系。分析揭示了虚拟学校教师所使用的实践的一些独特的品质，具有相关的影响，教育虚拟学校教师的培训计划，虚拟学校的政策基础的发展机构，和未来的研究。
K-12 virtual schooling is gaining recognition as an alternative to the traditional face-to-face educational setting by providing students with access to anytime, anywhere learning opportunities. There is a current need for research on the pedagogy of K-12 virtual school teaching in order to understand the coordination of content, pedagogy, and technology underlying the delivery of a virtual school course. The purpose of this study is to develop an understanding for the instructional practices of K-12 virtual school teachers. The findings resulting from this analysis highlight the relationship between the participants' beliefs, goals, and practices related to virtual school teaching. Analysis revealed several unique qualities of the practices used by virtual school teachers that have relevant implications for the training programs educating virtual school teachers, the developing body of policy underlying virtual schools, and future research.