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 |Pages: 16
DOI: 10.4018/ijopcd.2014070102
OnDemand:
(Individual Articles)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

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.
Article Preview
Top

Literature Review

Formal and informal course development has been around for decades. The advent of online instruction has made significant impact on course development practices and how educational institutions at all levels approach this process. Developing a model and the support mechanisms to meet course development needs is critical to successful course development products, and it begins with understanding past practices of course development and continues through understanding what tools course developers use and desire to adequately produce their courses.

Complete Article List

Search this Journal:
Reset
Volume 14: 1 Issue (2024)
Volume 13: 1 Issue (2023)
Volume 12: 4 Issues (2022)
Volume 11: 4 Issues (2021)
Volume 10: 4 Issues (2020)
Volume 9: 4 Issues (2019)
Volume 8: 4 Issues (2018)
Volume 7: 4 Issues (2017)
Volume 6: 4 Issues (2016)
Volume 5: 4 Issues (2015)
Volume 4: 4 Issues (2014)
Volume 3: 4 Issues (2013)
Volume 2: 4 Issues (2012)
Volume 1: 4 Issues (2011)
View Complete Journal Contents Listing