Graduation Year
2015
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Department
Curriculum & Instruction
Degree Granting Department
Curriculum and Instruction
Major Professor
Patricia Daniel Jones, Ph.D.
Co-Major Professor
Cheryl Ellerbrock, Ph.D.
Committee Member
Joan Kaywell, Ph.D.
Committee Member
Patricia Alvarez-McHatton, Ph.D.
Keywords
Distance Learners, Online Learning, Relational Care, Secondary Virtual Classroom, Virtual Education, Virtual Teachers
Abstract
Since their inception in 2006, K-12 virtual classrooms have spread across the nation, reaching millions of students every day. Despite the technological changes in today's society, adolescents who lack key personal characteristics may struggle to successfully complete online coursework. A caring teacher-student relationship may assist today's virtual learners in ways that enhance motivation, learning, and online education success. Although a veteran teacher of nine years, in this autoethnographic narrative inquiry, I shared my experience as a novice, English I virtual teacher as I strived to enact relational with my virtual education students.
Scholar Commons Citation
Eisenbach, Brooke Boback, "Stories of Care in the Virtual Classroom: An Autoethnographic Narrative Inquiry" (2015). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/5477
