i-manager Publications

Voices from the Field: Lessons for K-12 Remote Teaching from Experienced Online Learning Practitioners

Michael K. Barbour*, Vaughn Wilson E.**

* Touro University, California, United States.

** University of the Cumberlands, Kentucky, United States.

Periodicity:April - June'2024
DOI : https://doi.org/10.26634/jsch.19.4.20851

Abstract

This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.

Keywords

Emergency Remote Learning, K-12 Remote Learning, K-12 Online Learning, Pandemic Pedagogy, Teacher Practices.

How to Cite this Article?

Barbour, M. K., and Wilson, E. V. (2024). Voices from the Field: Lessons for K-12 Remote Teaching from Experienced Online Learning Practitioners. i-manager’s Journal on School Educational Technology, 19(4), 12-23. https://doi.org/10.26634/jsch.19.4.20851

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Voices from the Field: Lessons for K-12 Remote Teaching from Experienced Online Learning Practitioners

Abstract

Keywords

How to Cite this Article?

References

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