Using mixed methods, this study examined the nature of teacher-student interaction in an asynchronous, statewide, self-paced virtual high school. Eight teachers were interviewed to understand their perceptions on the nature of interactions and their role as a virtual school teacher. Interactions were primarily instructional in nature, taking the form of feedback on student assignments. There were few procedural and social interactions. In general, teachers felt disconnected from their students due to the large class sizes and limited interactions. They also felt disconnected from their peers and the role of a teacher as they traditionally defined it. To understand the relationship between perceived interaction and academic performance, 46,089 students were surveyed using an 18-item instrument designed to assess the types and frequency of interaction. Hierarchical linear modeling and hierarchical logistic regression on the 2,269 responses indicated significant differences between completers' and non-completers' perceptions of teacher-student interaction. However, there were minimal differences between students based on grade awarded and teacher-student interaction. The results of this study were discussed as well as implications for practitioners and researchers. The full text of this dissertation may be downloaded for free from http://etd.byu.edu/
College and Department
David O. McKay School of Education; Instructional Psychology and Technology
BYU ScholarsArchive Citation
Hawkins, Abigail, "We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School" (2011). Theses and Dissertations. 2618.
virtual schooling, K-12 online learning, online teaching, teacher-student interaction, disconnection