Abstract

Given the growth of K-12 online learning and the expanded responsibilities parents often assume in this learning context, the purpose of this dissertation is to understand parents' perspectives on K-12 online learning. The first article reviews and synthesizes literature documenting parents' perspectives on how instructional modality affects parental support. Instructional modality affects parental support roles, parental perception of online school support, parents' lives outside the online course, and students' online learning support needs. Hence, parents expect modality decisions to account for modality affordances, student engagement, and personal circumstances. The second article examines parent perspectives on the decision to leave a traditional K-12 school to attend a full-time online program. Through in-depth interviews, we analyze the factors that affect parents' school choice decisions. Personal and cultural influences known as mooring factors affect school choice decisions since they strengthen or weaken the impact of push and pull factors from schools. Social challenges and health conditions are significant factors in the decision to move to an online program. The third article relies on mixed method research to evaluate survey data from parents of online students. Parent responses evaluate three factors that affect parental involvement including student's independent engagement, parental confidence, and school-provided support. Parent support needs from online programs include cognitive engagement support, technological support, communication, and instructor presence. Together, these articles increase understanding of how parents perceive the challenges and benefits of online learning. As K-12 students shift to learning from home without the physical presence of a teacher, online programs must consider how partnering with parents can improve student engagement across affective, behavioral, and cognitive dimensions.

Degree

PhD

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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