Online Teaching in K–12 Education: A Systematic Review

• In Event: Supporting K–12 Teaching and Learning With Online Resources and Tools

Abstract

This study was a systematic review of literature regarding K-12 online teaching and learning was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation’s educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K-12 online settings. The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment).

Authors

• Carla C. Johnson, North Carolina State University

• Janet Walton, North Carolina State University

• Jennifer Brammer Elliott, North Carolina State University

• Lacey Jean Strickler Eppard, University of Toledo