Keywords

online learning, shepherding program, teacher roles, student–teacher relationships, student retention

Abstract

Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, little research addresses how programs that are fully online can provide their students with comparable support. This case study analyzed a “shepherding program” at Mountain Heights Academy, a fully online high school. We found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, the shepherding program increased teachers’ job satisfaction, responsibility, motivation, and mental peace. Demands on teachers who acted as shepherds included investments of time and emotion. This case study provides fully online schools with one approach for improving student support.

Original Publication Citation

Drysdale, J. S., Graham, C. R., & Borup, J. (2014). An online high school “shepherding” program: Teacher roles and experiences mentoring online students. Journal of Technology and Teacher Education, 22(1), 9-32.

Document Type

Peer-Reviewed Article

Publication Date

2014

Publisher

Journal of Technology and Teacher 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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