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In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course: An Action Research Project

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  • M. Elizabeth Azukas

    (East Stroudsburg University, USA)

  • Michael K. Barbour

    (Touro University California, USA)

Abstract

While the number of K-12 students learning online continues to increase, the focus on online teaching is still absent in most teacher education programs. In this article, the authors examine the data from the fourth cycle of an action research project designed to examine K-12 online learning curricular materials at one Midwestern university. The learner-generated course data generated four themes: the benefits and challenges of K-12 online learning, success factors need for K-12 online learning, growing acceptance of K-12 online learning, and student self-efficacy for teaching online. Recommendations to improve the course based on the data and these themes included updating the Michigan-focused course readings, adding case studies related to overcoming student anxiety and issues often found in urban settings, and the creation/inclusion of some tool or instrument to measure learner readiness to teach online.

Suggested Citation

  • M. Elizabeth Azukas & Michael K. Barbour, 2021. "In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course: An Action Research Project," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 11(4), pages 61-81, October.
    • Handle: RePEc:igg:jopcd0:v:11:y:2021:i:4:p:61-81
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