Abstract
Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 parents across eight online programs with asynchronous, synchronous, and bichronous course offerings. Parents identified their affective, behavioral, cognitive, and other support roles. Implications for parental roles in addressing the academic engagement gap are provided to both researchers and practitioners.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call