This study sought to gain perspective into the emotions of special education teachers and their feelings of self-efficacy in their ability to provide their students with virtual instruction. A phenomenological study was conducted utilizing a two-interview process to gain insight into those feelings and emotions. By utilizing a phenomenological…

This research used the qualitative multiple case study and phenomenological designs to explore how, without training, university teachers in Ghana managed large student numbers in the virtual environment during COVID-19. The study examined further the challenges the teachers faced in their virtual instructional delivery. Twelve participants drawn…

The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found…

Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We…

The increased presence of online education in higher education in the United States continues to challenge educators in their perceptions of teaching and learning experiences in virtual environments. While critiques of online education typically focus on its "less than" shortcomings, this literature review encourages educators to take a…

Online education has grown over the last ten years and with it has been an increase in diverse learners. In an effort to understand how online teachers meet the needs of diverse learners, researchers surveyed teachers in two cyber schools. 118 participants were asked their definition of differentiation and how differentiation is seen in their…

This article describes how there are specific tools and techniques used by teachers in synchronous-live-virtual classroom environments. Those items were investigated in this article. Data was collected from semi-structured, one-on-one interviews conducted with a purposeful sample of twelve identified "highly-qualified" teachers at a…

Using Fuller's concerns-based model for teacher development, this study identifies concerns and strategies experienced by 103 online instructors in a six-week online professional development course offered multiple times over a three-year period. The study reveals that online instructors identified concerns related to self, task, and impact. In…

In the United States, K-12-12 online schools are growing, but research on the topic is limited. The purpose of this quantitative, correlational study was to determine if there was a relationship between teacher perceptions of the Effective Schools Correlates and student achievement within two South Carolina online high schools. The independent…

With virtual public school initiatives in each of the 50 states, there is an impetus to develop and implement online programs for the elementary grades (Cavanaugh, 2004, pp. 262-266; Oliver et al., p. 56). Yet, learner usability characteristics for successful online schooling for the elementary grades are unknown and/or unspecified. The purpose of…

This study explores the instructional leadership skills required from online principals, as defined by one state's (Idaho) adaptation of the Interstate School Leaders Licensure Consortium (ISLLC) standards (1996) as a requirement for professional certification. Specifically, this qualitative study examined six sets of paired online principals and…

Little is known about the population of educators who teach online, especially with relationship to preparation from their teacher education programs. This article discusses the results of a national survey of K-12 online teachers from across the nation to ascertain how prepared they felt they were with regard to three key areas: technology,…

We maintain that an understanding of the working contexts of staff is a critical consideration when designing for effective professional development. The process of embedding theory into good practice does not simply depend on the design of a good seminar, because it may also be affected by who else attends, or perhaps by who the participants talk…

This paper addresses the faculty perception on web-based instruction in order to explain the nature of learning and instruction in this setting. Using a mixed method approach, the research studied a sample of 132 University Faculty (lecturers and professors) in University of Kurdistan. The research tools were interview and questionnaire. The…

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in…