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Abstract E

Virtual schools are rising in popularity and presence. Unfortunately, there is a

relative dearth of research related to teaching and learning in virtual schools.

Although there are numerous handbooks addressing teaching online, there is

little research on successful online teaching in the K-12 arena. Much of the

existing research focused on teaching online is rooted in face-to face content,

not focused on content areas, built upon a post-secondary audience, or fails to

use data from the teachers themselves to triangulate findings. This article

focused on 16 virtual school teachers from the Michigan Virtual School (MVS). It

reports on best-practices from the interviews conducted with MVS teachers; and

also provides research triangulation for those practices. The paper concludes

with implications for policy, research, and practice.

DiPiertro, M. et al. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers. Journal of Interactive

Online Learning, 7, 1.