In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course: An Action Research Project

While the number of K-12 students learning online continues to increase, the focus on online teaching is still absent in most teacher education programs. In this article, the authors examine the data from the fourth cycle of an action research project designed to examine K-12 online learning curricu...

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Bibliographic Details
Published inInternational journal of online pedagogy and course design Vol. 11; no. 4; pp. 61 - 81
Main Authors Barbour, Michael K, Azukas, M Elizabeth
Format Journal Article
LanguageEnglish
Published Hershey IGI Global 01.10.2021
Subjects
Action research
Classrooms
Collaboration
Colleges & universities
Curricula
Data collection
Design
Distance learning
Enrollments
Media richness
Online instruction
Pedagogy
Preservice teachers
Professional development
Research projects
Schools
Student teaching
Teacher education
Teachers
Urban environments
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Summary:While the number of K-12 students learning online continues to increase, the focus on online teaching is still absent in most teacher education programs. In this article, the authors examine the data from the fourth cycle of an action research project designed to examine K-12 online learning curricular materials at one Midwestern university. The learner-generated course data generated four themes: the benefits and challenges of K-12 online learning, success factors need for K-12 online learning, growing acceptance of K-12 online learning, and student self-efficacy for teaching online. Recommendations to improve the course based on the data and these themes included updating the Michigan-focused course readings, adding case studies related to overcoming student anxiety and issues often found in urban settings, and the creation/inclusion of some tool or instrument to measure learner readiness to teach online.
ISSN:2155-6873
2155-6881
DOI:10.4018/IJOPCD.2021100105