A Convergent Mixed-Methods Study Exploring Simultaneous Online and Face-to-Face K–12 Teaching During the COVID-19 Pandemic

• In Event: Online Learning and Instruction

Abstract

This paper aims to explore and understand K-12 public school teachers’ perspectives on the delivery of simultaneous online and face-to-face instruction during the COVID-19 pandemic. From a larger convergent mixed methods project, 410 teacher surveys and four teacher interview transcripts were analyzed separately and then integrated and corroborated. On the quantitative survey, teachers indicated four top challenges: providing accommodations for students with Individualized Education Plans in online settings, assessing student learning, creating an engaging learning environment, and encouraging or maintaining student attendance. Support from colleagues and online resources were most impactful in guiding instruction. The qualitative data confirmed quantitative findings and deepened understanding about the professional supports received or needed by teachers when instructing both online and face-to-face during COVID-19.

Authors

• Pengfei Zhao, McGill University
  Presenting Author

• Serena Jinxiu Liu, University of Florida
  Presenting Author

• Mary Bratsch-Hines, University of Florida
  Presenting Author

• Philip E. Poekert, University of Florida
  Presenting Author