Date of Award
Fall 2022
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
College
College of Education
Department
Department of Education
Primary Advisor
Dr. Sarah Yates
Second Advisor
Dr. Thomas Gollery
Third Advisor
Dr. Lisa Coscia
Abstract
The purpose of this non-experimental, quantitative survey study was to determine how middle school students in fully online language arts courses perceived their teachers to be present and what methods of communication with the teacher middle school students desired. The purposive sample was composed of 100 sixth and seventh grade language arts students from a large virtual school in the southeastern United States. Student responses were overwhelmingly skewed, and results from the survey indicated a statistically significant finding. Students in online middle school find their teachers to be present and desire to be communicated with using text messages first and phone calls second. The researcher found that communicating with students using the desired mode of communication is beneficial to students in online learning environments and that students find teachers to be present when teachers communicate with students with immediacy. Keywords: virtual school, online education, online learning, online school, virtual education, middle school, teacher presence, teacher immediacy, communication, sixth grade, seventh grade, eighth grade, junior high school, junior high, jr. high, jr. high school, teacher-student communication, student-teacher communication
Recommended Citation
Doty, Kyle M., "STUDENT PREFERENCES ABOUT STUDENT-TEACHER COMMUNICATION AND STUDENT PERCEPTIONS OF TEACHER PRESENCE IN AN ONLINE MIDDLE SCHOOL" (2022). Doctor of Education (Ed.D). 132.
https://firescholars.seu.edu/coe/132
Included in
Educational Methods Commons, Educational Technology Commons, Language and Literacy Education Commons, Online and Distance Education Commons, Secondary Education Commons