Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

Autor/in	Cross, Deborah Iyron
Titel	Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities
Quelle	(2015), (191 Seiten) PDF als Volltext Verfügbarkeit PHD/HEA Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-3069-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Collaboration; Communities of Practice; Teaching Experience; Faculty Development; Teaching Methods; Computer Simulation; Qualitative Research; Case Studies; Online Courses; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Learning Theories; Teacher Role; Socialization; Guidelines; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerkooperation; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Qualitative Forschung; Case study; Fallstudie; Case Study; Online course; Online-Kurs; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning theory; Lerntheorie; Lehrerrolle; Socialisation; Sozialisation; Richtlinien
Abstract	Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by developing collaborative learning communities. The virtual classroom presents challenges to teachers in developing collaborative communities based on the transactional distance (Moore, 1997). This qualitative case study explored experiences and perspectives on mitigating challenges and interaction methodologies teachers implement to develop collaborative learning communities in online classroom environments (Duncan & Barnett, 2009; Garrison, 2011). The data was collected from teachers' experiences and perspectives to contribute to current research on K-12 virtual environments. The data collected contributes information on the potential for professional development of virtual pedagogy and on a conceptual framework designed to engage collaborative learning communities and interaction methodologies in 21st century classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01