Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses

Autor/inn/en	Borup, Jered; Stimson, Rebecca J.
Titel	Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses
Quelle	In: American Journal of Distance Education, 33 (2019) 1, S.29-45 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1554984
Schlagwörter	Online Courses; Teacher Responsibility; Teacher Attitudes; Secondary School Teachers; High School Students; Teacher Student Relationship; Faculty Development; Case Studies; Academic Advising; Conventional Instruction; Laboratories; Teaching Methods; Student Motivation; Facilitators (Individuals); Michigan + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrverpflichtung; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Akademischer Rat; Laboratory; Laboratorium; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation
Abstract	Local schools are increasingly providing their students who are enrolled in an online course with an on-site facilitator as a means for increasing online pass rates. However, few studies have examined how online teachers and on-site facilitators work in conjunction to support online students. Successful on-site facilitators (n = 12) and online teachers (n = 12) participated in two one-hour interviews. Analysis found that while both the teachers and the facilitators assumed extensive and complex roles, their responsibilities were overlapping but complementary. Although the facilitators were highly engaged in supporting students, online teachers found the quality of support provided by facilitators varied greatly across schools. Eleven of the facilitators required the majority of their students to attend a daily lab that allowed them more easily and effectively fulfill their responsibilities. Findings from this research also support the need to provide facilitators with professional development so that they can better assume their critical responsibilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01