Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students?
Despite historical failure trends and mixed results on the effectiveness of online learning for all students, schools are witnessing the continual emergence of electronic instructional mediums. Research shows that students from educationally underserved homes experience less parent involvement (Hill...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Italian e-Learning Association
2019-06-01
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| Series: | Je-LKS: Journal of E-Learning and Knowledge Society |
| Online Access: | https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135006 |
| _version_ | 1828197020045672448 |
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| author | Tim Chen Rim C. Wanberg Elizabeth T. Gouioa Marcia J. S. Brown J. C.-Y. Chen Judy J. Kurt Kraiger |
| author_facet | Tim Chen Rim C. Wanberg Elizabeth T. Gouioa Marcia J. S. Brown J. C.-Y. Chen Judy J. Kurt Kraiger |
| author_sort | Tim Chen |
| collection | DOAJ |
| description | Despite historical failure trends and mixed results on the effectiveness of online learning for all students, schools are witnessing the continual emergence of electronic instructional mediums. Research shows that students from educationally underserved homes experience less parent involvement (Hill and Tyson, 2009; Smith, 2006), and less academic gains than students from higher social economic families (Smith 2006). With the rapid infusion of online learning in traditional learning environments, some may perceive less need for parental guidance and intervention, however research shows that online learning may actually require parents to shoulder an increasing instructional role in their child’s learning (Borup, Graham, and Davies, 2013; Liu, Black, Algina, Cavanaugh, and Dawson, 2010). This quantitative study examines the relationships between online learning, socioeconomic status, and parental understanding and involvement in a diverse k – 12 district. Findings show that relationships exist between these variables, calling into question the development, implementation and evaluation of such instruction for populations already at risk. |
| first_indexed | 2024-04-12T10:12:07Z |
| format | Article |
| id | doaj.art-4b38c0c039914634839db396db54e701 |
| institution | Directory Open Access Journal |
| issn | 1826-6223 1971-8829 |
| language | English |
| last_indexed | 2024-04-12T10:12:07Z |
| publishDate | 2019-06-01 |
| publisher | Italian e-Learning Association |
| record_format | Article |
| series | Je-LKS: Journal of E-Learning and Knowledge Society |
| spelling | doaj.art-4b38c0c039914634839db396db54e7012022-12-22T03:37:16ZengItalian e-Learning AssociationJe-LKS: Journal of E-Learning and Knowledge Society1826-62231971-88292019-06-0115210.20368/1971-8829/15631135006Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students?Tim Chen0Rim C. Wanberg1Elizabeth T. Gouioa2Marcia J. S. Brown3J. C.-Y. Chen4Judy J. Kurt Kraiger5aculty of Information Technology, Ton Duc Thang University, Ho Chi Minh City, VietnamCarlson School of Management, University of Minnesota, Minneapolis, USADepartment of Psychology, Colorado State University, Fort Collins, Colorado, USAThe Business School, University of Colorado Denver, Denver, Colorado, USAFaculty of Management Science, Covenant University, Ota, Ogun State, NigeriaSchool of Educational Foundations, Leadership & Policy, Bowling Green State UniversityDespite historical failure trends and mixed results on the effectiveness of online learning for all students, schools are witnessing the continual emergence of electronic instructional mediums. Research shows that students from educationally underserved homes experience less parent involvement (Hill and Tyson, 2009; Smith, 2006), and less academic gains than students from higher social economic families (Smith 2006). With the rapid infusion of online learning in traditional learning environments, some may perceive less need for parental guidance and intervention, however research shows that online learning may actually require parents to shoulder an increasing instructional role in their child’s learning (Borup, Graham, and Davies, 2013; Liu, Black, Algina, Cavanaugh, and Dawson, 2010). This quantitative study examines the relationships between online learning, socioeconomic status, and parental understanding and involvement in a diverse k – 12 district. Findings show that relationships exist between these variables, calling into question the development, implementation and evaluation of such instruction for populations already at risk.https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135006 |
| spellingShingle | Tim Chen Rim C. Wanberg Elizabeth T. Gouioa Marcia J. S. Brown J. C.-Y. Chen Judy J. Kurt Kraiger Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students? Je-LKS: Journal of E-Learning and Knowledge Society |
| title | Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students? |
| title_full | Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students? |
| title_fullStr | Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students? |
| title_full_unstemmed | Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students? |
| title_short | Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students? |
| title_sort | engaging parents involvement in k 12 online learning settings are we meeting the needs of underserved students |
| url | https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135006 |
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