Classroom Management in Synchronous Online Secondary Classrooms

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Author(s): Karina Clemmons (University of Arkansas at Little Rock, USA), Amanda Nolen (University of Arkansas at Little Rock, USA), Andrew Hunt (University of Arkansas at Little Rock, USA)and Cheryl Grable (University of Arkansas at Little Rock, USA)
Copyright: 2010
Pages: 14
Source title: Cases on Transnational Learning and Technologically Enabled Environments
Source Author(s)/Editor(s): Siran Mukerji (IGNOU, India)and Purnendu Tripathi (IGNOU, India)
DOI: 10.4018/978-1-61520-749-7.ch005

Keywords: Education / Educational Technologies / Information Science Reference / Virtual Learning Environments

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Abstract

Virtual schooling in the United States has continued to grow since the first virtual schools were established over ten years ago. A review of literature related to online education has largely centered on the experience of students in online classes (Barbour & Reeves, 2009), with little emphasis on the experiences of teachers who teach online classes (Robinson, 2008). The current study fills a critical gap in knowledge for teacher educators faced with the complex questions of how best to educate teacher candidates for the modern challenges of online teaching (Zeichner, 2008). Specifically, this study explores the following questions: How is classroom management addressed in an online learning environment? What are the necessary components of an effective online learning environment? The issues examined parallel Domain B of the Pathwise Assessment (Educational Testing Service, 2006): creating a climate of fairness, establishing rapport with students, communicating challenging learning expectations, establishing and maintaining consistent standards for classroom behavior, and making the classroom environment conducive to learning. A mixed-methods approach yields quantitative and qualitative data for analysis. The results indicate that the skills teachers acquire managing classroom behavior in traditional classroom settings do not transfer to online environments. Additional results suggest that the role of the facilitator, the students’ schools, and technology that allows equitable access is critical to the success of teachers creating an effective online learning environment. A discussion and implications for future research are also included.

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