Best Practices in Teaching K–3 Online: A Content Analysis of Journals, Blogs, and Electronic Surveys

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Abstract

The purpose of this study was to examine best teaching practices utilized by
virtual K-3 instructors through a qualitative content analysis of journals, virtual school blogs, and electronic surveys. Two theoretical perspectives informed this study, socio-constructivism and activity theory. The sample consisted of 5 journals, 4 dedicated virtual school blogs, and 11 electronic surveys completed by virtual K-3 instructors. The qualitative content analysis revealed that in following best practices virtual K-3 instructors were responsible for setting clear expectations, personalizing instruction, accommodating diverse learners, building a community of learners, implementing evidence-based teaching practices, using technology effectively in the online classroom, participating in professional development activities, and actively working with parents and administrators to improve the learning environment for virtual K-3 students.

Authors

• Nikosi Darnell, Clearview Speech and Consulting Services, PLLC

• Rebekah McPherson, Walden University