Examining the Research Related to the Changing Role of the Teacher in the K-12 Online Environment
Abstract: While the use of online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. This proposal provides a systematic review of K-12 online learning literature related to the changing role of the teacher in the virtual school environment. A critical examination of the literature supporting the use of K-12 online learning reveals a lack of research, along with substantial methodological issues surrounding the limited existing research. The review ends with a call for researchers in this field to continue to focus on the conditions under which K-12 online learning can be effective.
Presider: Henry Gillow-Wiles, Southern Oregon University