Abstract
ABSTRACT Teachers’ beliefs and experiences were explored when using videoconferencing at mainstream schools to provide distance learning to students with a chronic illness (SCIs) in a hybrid virtual classroom (HVC). Seventy-seven primary and secondary teachers participated in this study, involving a semi-structured interview and a survey. Teachers found the HVC useful to achieve continuity of learning, to support the social well-being of SCIs and to facilitate school re-entry. A multiple regression analysis showed that perceived usefulness and the actions teachers undertook to foster collaboration and communication between SCIs and their school were related to perceived engagement of SCIs. Primary school teachers enhanced significantly more activities to support interaction between SCIs and their classmates than secondary school teachers.
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