Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School
复制标题
在线教师和现场辅导员对补充虚拟高中家长参与的看法
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Rebecca Stimson
中科院分区：
文献类型：
--
作者：
J. Borup;Chawanna B. Chambers;Rebecca Stimson
就像他们在面对面的课程中一样，家长可能会在降低在线学生流失率方面发挥重要作用，但需要更多的研究来确定家长参与学生在线学习的方式。在这项研究中，我们调查和采访了12名在线教师和12名现场辅导员，了解他们的经验和对父母参与的看法。在青少年参与社区框架的指导下，我们的分析发现，教师和辅导员重视家长的参与，当家长就课程注册向学生提供建议，培养与学生的关系和沟通，监督学生的进步，激励学生参与学习活动，组织和管理学生的在家学习时间，并在可能的情况下指导学生学习策略和课程内容时。教师和辅导员还确定了父母在试图参与子女的在线学习时所面临的障碍，以及教师和辅导员在试图支持父母时所遇到的障碍。
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.