Beck Dennis, Borup Jered, Wood Camie
University of Arkansas, Fayetteville, AR USA.
George Mason University, Fairfax, VA USA.
TechTrends. 2022;66(2):366-379. doi: 10.1007/s11528-022-00710-3. Epub 2022 Mar 10.
Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a full-time cyber school could help to address students' cognitive, behavioral, and affective engagement needs during the COVID-19 pandemic. We conducted qualitative interviews with two administrators and four advocates during Spring 2020, using the Academic Communities of Engagement Framework as a lens to understand the advocates' role. Findings confirmed the need for a facilitator role to support online student engagement. This type of research will provide insights to full-time cyber schools and will be insightful to those seeking to engage students during emergency remote learning.
现有的关于中小学促进者的研究主要集中在补充性在线项目上，即当地实体学校的现场人员与在线学生合作。虽然存在一些关于全日制网络学校在线促进者的有见地的研究，但仍需要更多研究来考察使用同步支持的促进者。本研究的目的是确定在新冠疫情期间，全日制网络学校促进者的角色能否以及如何有助于满足学生的认知、行为和情感参与需求。2020年春季，我们对两名管理人员和四名倡导者进行了定性访谈，以参与式学术社区框架为视角来理解倡导者的角色。研究结果证实了需要促进者角色来支持在线学生的参与度。这类研究将为全日制网络学校提供见解，也将有助于那些在紧急远程学习期间寻求提高学生参与度的人。
