Defining Differentiation in Cyber Schools: What Online Teachers Say

• In Event: Roundtable Session 55
  In Roundtable Session: Teachers' Perspectives on Technology Integration

Abstract

In an effort to understand how online teachers meet the needs of diverse learners, researchers surveyed teachers in two cyber schools. 118 participants were surveyed focusing on how differentiation is seen in their practice. Grounded theory qualitative analysis of the survey data revealed that online teachers defined differentiation from two distinct perspectives: a) why a student needs differentiation, and b) what a student needs differentiated. Online teachers noted learning styles as the primary reason for differentiation. Online teachers also cited when they differentiate, they adjust content, product, and process. Finally, noticeably absent from the data were references to using assessments in the classroom to inform differentiation. Future research and implications are discussed.

Authors

• Jennifer Beasley, University of Arkansas

• Dennis Beck, University of Arkansas at Fayetteville