Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers
Virtual schools are rising in popularity and presence. Unfortunately, there is a relative dearth of research related to teaching and learning in virtual schools. Although there are numerous handbooks addressing teaching online, there is little research on successful online teaching in the K-12 arena. Much of the existing research focused on teaching online is rooted in face-to-face content, not focused on content areas, built upon a post-secondary audience, or fails to use data from the teachers themselves to triangulate findings. This article reports on a study of 16 virtual school teachers from the Michigan Virtual School (MVS). It reports on best-practices from the interviews conducted with MVS teachers; and also provides research triangulation for those practices. The paper concludes with implications for policy, research, and practice.
EDITORS NOTE: As a part of this Editor’s Choice special issue of JIOL, this article is a reprint of an article published in volume 7, Issue 1 of the Journal of Interactive Online Learning. The author biographical information has been updated below, however, the manuscript is presented in its original form.