Currently, most states and districts allow licensed K-12 classroom teachers to teach online based on the belief that teachers who are well versed in content and pedagogy can easily adapt their classroom instruction to an online environment. Research on K-12 virtual instruction, however, suggests otherwise (e.g., Journell, 2008; Murphy & Rodriguez-Manzanares, 2009). Although many of the elements of effective teaching are the same online as in face-to-face classrooms, online instruction requires certain skills and dispositions that are unique to the online environment (e.g., DiPietro, Ferdig, Black, & Preston, 2008; Ferdig, Cavanaugh, DiPietro, Black, & Dawson, 2009; Journell, 2013; Quinlan, 2011).