Recent Research on Online Teaching and Learning: Implications for Practice-1 and 2

In these two panels, researchers presented recent research findings that have immediate implications for practitioners'-teachers/facilitators, school administrators, and instructional designers.

In the first panel, we heard about teacher factors that relate to student success in online courses; how preparing teachers to teach online can have an impact on their face-to-face teaching; what students expect of teachers in virtual environments; and the impact of an online professional development initiative for Florida teachers.

A Large-Scale Online Professional Development Initiative
Vicky Zygouris-Coe, University of Central Florida

A Multiple Case Study on the Impact of Teacher Professional Development for Online Teaching on Face-to-Face Classroom Teaching Practices
Julia Parra, New Mexico State University

Teacher Practice for Student Success
Cathy Cavanaugh, University of Florida

What Are Secondary Students' Expectations for Teachers in Virtual School Environments?
Kevin Oliver, North Carolina State University

In the second panel, we heard about the qualities that virtual schools look for in their teacher applicants; how school-based teachers are supporting their online st​udents; the issues surrounding group work in online courses; and what online teachers see as the challenges unique to teaching online.

A Framework for Looking at Group Work in Asynchronous Online Courses
Susan Lowes, Teachers College/Columbia University

Qualities Virtual School Teachers Perceive as Desirable in Prospective Virtual School Teacher Applicants
Kathryn Kennedy, University of Florida

Challenges Facing Virtual School Teachers
Leanna Archambault, Arizona State University

Examining the Volunteer Workload of School-Based Personnel in Virtual Schooling
Michael Barbour, Wayne State University