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The Forgotten Teachers in K-12 Online Learning: Examining the Perceptions of Teachers Who Develop K-12 Online Courses

The Forgotten Teachers in K-12 Online Learning: Examining the Perceptions of Teachers Who Develop K-12 Online Courses

Michael Kristopher Barbour, David Adelstein, Jonathan Morrison
Copyright: © 2014 |Volume: 4 |Issue: 3 |Pages: 16
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466655997|DOI: 10.4018/ijopcd.2014070102
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MLA

Barbour, Michael Kristopher, et al. "The Forgotten Teachers in K-12 Online Learning: Examining the Perceptions of Teachers Who Develop K-12 Online Courses." IJOPCD vol.4, no.3 2014: pp.18-33. http://doi.org/10.4018/ijopcd.2014070102

APA

Barbour, M. K., Adelstein, D., & Morrison, J. (2014). The Forgotten Teachers in K-12 Online Learning: Examining the Perceptions of Teachers Who Develop K-12 Online Courses. International Journal of Online Pedagogy and Course Design (IJOPCD), 4(3), 18-33. http://doi.org/10.4018/ijopcd.2014070102

Chicago

Barbour, Michael Kristopher, David Adelstein, and Jonathan Morrison. "The Forgotten Teachers in K-12 Online Learning: Examining the Perceptions of Teachers Who Develop K-12 Online Courses," International Journal of Online Pedagogy and Course Design (IJOPCD) 4, no.3: 18-33. http://doi.org/10.4018/ijopcd.2014070102

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Abstract

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internals. The aim of this study was to examine the nature of the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a design team. Further research should be conducted on the intended use of technology tools requested.

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