Representation Is Not Enough: Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment

• In Event: Teachers Use, Learning, and Identity of Technology

Abstract

Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments. This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. We identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies and examined associations with teacher identity and student achievement. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Findings have implications for understanding and enhancing teaching practices in asynchronous, scripted online environments.

Authors

• Jennifer Suzanne Darling-Aduana, Georgia State University

• Kristin Hemingway, Georgia State University