The Relationship between Online K-12 Teacher-Student Instructional Interaction and Student Achievement

ID: 40140 Type: Brief Paper
  1. Tina Chargois, University of Louisiana at Lafayette, United States

Tuesday, October 22 4:40 PM-5:00 PM Location: Las Vegas Ballroom 1 View on map

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Abstract: This paper is a report on a work in progress that attempts to address the relationship between teacher-student instructional interaction and student achievement in K-12 online courses. There are a number of studies that address teacher-student interaction in post-secondary level online classes, but due to the relatively new influx of online education at the K-12 level, there is not enough research that focuses on promising practices in online education at the elementary, middle and high school levels. The proposed study will attempt to uncover the relationship between teacher-student instructional interaction and student performance in online Algebra I courses by comparing frequency and quality of teacher-student interaction and students' Algebra I End of Course (EOC) achievement scores.

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