A Comprehensive Framework of Engagement in K-12 Virtual Learning: Examining Communities of Support

Introduction

While a vast majority of primary and secondary schools offer more traditional face to face learning, K-12 online learning has increased enrollment across the country. For example, online learning has grown to include over 275,000 students in virtual charter schools (Ahn, 2016). Enrollment increases have occurred across both full-time as well as supplemental online learning programs in primary and secondary education (NCES, 2021). Enrollment increases are driven by various factors, however there are noticeable benefits to attending online learning schools, such as ease in access and dissemination of information (Pânișoară et al., 2020).

Across virtual learning, there are noticeable challenges that are apparent behind this growth. For instance, online courses may be less conducive to younger learners due to differential learning methods compared to traditional, face to face classrooms (Borup et al., 2019a). Further, other challenges include sense of isolation (Borup et al., 2013), lack of engagement (Borup & Stevens, 2016), and limited parental involvement (Curtis & Werth, 2015). In this synthesis, the authors note several issues or key trends in our understanding of K-12 online learning. First, although some researchers acknowledge that both modes are largely equal in terms of some educational or instructional quality (Keaton & Gilbert, 2020), online learning students need further support in other critical areas, such as in motivation (Xie et al., 2006; Xie & Ke, 2011), effort regulation (Kim et al., 2015), or developing these self-independent skills to succeed in the new environment (Dray et al., 2011; Lee et al., 2013; Roblyer & Marshall, 2002; Ronsisvalle & Watkins, 2005). Second, because in online learning, students are physically isolated engaged in learning at home or off campus locations, they lack the typical external support, such as the school environment and time structure, in-person support from teachers, and peer to peer support, among others. Therefore, successful online learning puts greater demands on students’ self-regulation of learning. This differential concern in online learning necessitates a stronger support system (Oviatt et al., 2016; Zhang et al., 2018). Likewise, because students may lack self-regulatory skills needed for online learning success, teachers and parents can help to address this limitation through coordination of study skills and support for key online learning strategies. As a result, completing online courses may be not only about learning content, but also about sustaining motivation and self-discipline (Borup et al., 2019b). Interviewing experts in the field, Rice (2009) synthesized that as online learning develops, key nonacademic variables should be considered alongside academic variables, such as course design and social-emotional learning. As a result, these experts recommend that further exploration be conducted to differentiate needs between face to face and online learners.

Third, because both types of environments are uniquely different, one cannot assume that various instructional and environmental features, such as interactions with others (e.g. parents), are similar across both face to face and online learning environment (Liu et al., 2010). Positive relationships are important to successful students in a traditional learning environment (Rice, 2009). Similarly, and in an online learning environment, students’ social support system (i.e. a caring community) is often regarded as being consequential to students’ engagement in learning (Curtis & Werth, 2015). Indeed, although students may be more likely to communicate with teachers in a traditional face to face learning space, this support system and their interactions are just as, or more, important in an online learning environment (Curtis & Werth, 2015) to further motivate them in the learning process.