Best practices in teaching K-12 online: Lessons learned from Michigan virtual school teachers

Citation

DiPietro, M., Ferdig, R. E., Black, E. W., & Preston, M. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan virtual school teachers. Journal of Interactive Online Learning, 7(1), 10-35. Retrieved from http://www.ncolr.org/jiol/issues/PDF/7.1.2.pdf

Abstract

Virtual schools are rising in popularity and presence. Unfortunately, there is a relative dearth of research related to teaching and learning in virtual schools. Although there are numerous handbooks addressing teaching online, there is little research on successful online teaching in the K-12 arena. Much of the existing research focused on teaching online is rooted in face-to- face content, not focused on content areas, built upon a post-secondary audience, or fails to use data from the teachers themselves to triangulate findings. This article reports on a study of 16 virtual school teachers from the Michigan Virtual School (MVS). It reports on best-practices from the interviews conducted with MVS teachers; and also provides research triangulation for those practices. The paper concludes with implications for policy, research, and practice.

Authors

  • Black, Erik W
  • DiPietro, Meredith
  • Ferdig, Richard E
  • Preston, Megan

Reference Type

Journal

Keywords

  • Best practices
  • Peer-reviewed
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