Keywords

learner engagement, parent participation, community support, school support, online courses

Abstract

Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 parents across eight online programs with asynchronous, synchronous, and bichronous course offerings. Parents identified their affective, behavioral, cognitive, and other support roles. Implications for parental roles in addressing the academic engagement gap are provided to both researchers and practitioners.

Original Publication Citation

Sandberg, B. T., Charles R. Graham, Borup, J., West, R. E., & Velasquez, R. Q. (in press). Behind the screen: Exploring parental roles in k-12 online education. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2024.2447729

Document Type

Peer-Reviewed Article

Publication Date

2024-12

Publisher

Journal of Research on Technology in Education

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

Download

Share

COinS