Teacher Perceptions of Parent Engagement at a Cyber High School. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Borup, Jered
• Is Part Of: Journal of research on technology in education. Volume 48:Issue 2(2016)
• Page Start: 67
• Page End: 83
• Publication Date: 2016-04-02
• Subjects: cyber school -- K–12 online learning -- parent involvement -- parent engagement; Computer-assisted instruction -- Periodicals; Educational technology -- Periodicals; Internet in education -- Periodicals; Distance education -- Periodicals; 371.3305
• DOI: 10.1080/15391523.2016.1146560
• Languages: English
• ISSNs: 1539-1523

Abstract

Abstract: A growing number of adolescents are taking all or most of their courses online. This places a greater responsibility on parents to support and facilitate their students' learning. This case study used teacher surveys and interviews to better understand how teachers perceived and supported parents' attempts to support their online students at a single online charter school. The results indicated that teachers observed multiple ways in which parents supported their students by (a) organizing and managing students' schedules, (b) nurturing relationships and interactions, (c) monitoring and motivating student engagement, and (d) instructing students when necessary. However, teachers believed that parents could act as obstacles to their students' learning by being overly engaged in certain types of learning activities. Additional research is needed that examines parent engagement in a variety of online learning environments. Research that identifies best practices could also be especially valuable to online teachers and administrators wishing to improve the quantity and quality of parental engagement in their programs.