Best practices in teaching K–3 online: A content analysis of distance education journals, blogs, and electronically-documented surveys

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dc.contributor.advisorPetty, Karenen_US
dc.contributor.authorDarnell, Nikosi Shanteaen_US
dc.contributor.committeeMemberRose, Katherine K.
dc.contributor.committeeMemberSnider, Sharla
dc.date.accessioned2014-12-05T17:36:31Z
dc.date.available2014-12-05T17:36:31Z
dc.date.copyright2013en_US
dc.date.issued2013-01-01en_US
dc.description.abstractThe purpose of this study was to examine best teaching practices utilized by virtual K-3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K-3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best practices within the context of varying activity systems (Vygotsky, 1978; Engestrom, 1987; Leont'ev, 1978; Luria, 1976). The sample consisted of 5 distance education journals, 4 dedicated virtual school blogs, and 11 electronically-documented surveys completed by virtual K-3 instructors. The qualitative content analysis revealed that in following best practices virtual K-3 instructors were responsible for setting clear expectations, personalizing instruction, accommodating diverse learners, building a community of learners, implementing evidence-based teaching practices, using technology effectively in the online classroom, participating in professional development activities, and actively working with parents and administrators to improve the learning environment for virtual K-3 students.en_US
dc.identifier.urihttp://hdl.handle.net/11274/3582
dc.language.isoen_USen_US
dc.subjectEarly childhood educationen_US
dc.subjectEducational technologyen_US
dc.subjectPhilosophy of educationen_US
dc.subjectQualitative content analysisen_US
dc.titleBest practices in teaching K–3 online: A content analysis of distance education journals, blogs, and electronically-documented surveysen_US
dc.typeDissertationen_US
thesis.degree.departmentFamily Sciences
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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