辅助支持系统在提高学习者的影响结果在网上学校:一个定性的案例研究
描述
本研究的目的是检查辅助支持系统在提高学习者的影响通过一个虚拟学校的案例研究结果在中西部的状态。导师和教学实践进行了研究和分析使用调查的社区(CoI)理论框架。研究设计是一个评价案例研究数据聚集在网上教师、导师和学术干涉。研究试图回答这个问题,“在线学生更成功,当他们有一个导师与分配给工作吗?”以及“我们怎样改善我们如何准备导师(如培训、支持和专业发展)来更好地服务我们的学生吗?”The practices and beliefs of two mentors, one academic interventionist, one special needs teacher, and four online teachers were studied using interviews, observations, and document analysis. I used the CoI's three presences: social, cognitive, and teaching/mentor presence to examine mentors, interventionists, and online teachers in one K-12 public school district over the course of one semester. The location I selected has legislation that mandates that there is an assigned mentor for every student enrolled in an online class. Each staff member was asked to fill out surveys to gather pre and post semester data and participated in a sequence of interviews based on that information. The findings from the study showed causal relationships between students' need for skilled and effective mentors and success in their online classes. They provided advising tools and resources, offered daily support and encouragement, helped troubleshoot technology issues, motivated frustrated students, and helped them stay organized. However, while mentors were assigned to online students as required by legislature, each of the participants had been "voluntold" of their mentoring roles and were left to figure it out on their own. The lack of time to complete their normal job duties along with mentoring students resulted in negative feelings. As a result, there were inconsistencies as to the effectiveness of the mentors. Further research is needed to identify practices of K-12 fully online teachers for all subject areas and to verify the applicability of the K-12 Community of Inquiry framework.
日期
2022-11-09
主题
教育领导
社区调查
k - 12在线学习
在线学习
在线学校|在线教师
虚拟学校
社区调查
k - 12在线学习
在线学习
在线学校|在线教师
虚拟学校
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