Keywords

K–12 online learning, parent–instructor interaction, student motivation, educational psychology

Abstract

A belief commonly held in the K–12 education community is that parents can have a positive impact on their child’s learning. However, little research has examined parental involvement in an online learning environment. In this study, researchers using survey data found that generally students and parents viewed parent–instructor and learner–parent interactions as motivational. Students viewed learner–parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions was generally negatively correlated with course outcomes. These negative correlations may be the result of parents’ tendency to increase interaction levels following poor student performance and may not reflect the actual impact of parental interactions on individual student learning.

Original Publication Citation

Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of parental interactions in an online charter school. American Journal of Distance Education, 27(1), 40–55. doi:10.1080/08923647.2013.754271

Document Type

Peer-Reviewed Article

Publication Date

2013

Publisher

American Journal of Distance Education

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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