Abstract
Full-time K-12 online learners faced little impact when schools had to rapidly transition to remote learning in March 2020. Essentially, everyone found themselves in the same position that full-time K-12 online learners had been prior to the pandemic. It is the experiences of supplemental K-12 online learners, those students who normally have school-based supports as a part of their course and personal communities, who have the potential to provide lessons for future short-term and long-term school closures. This article reports on a case study of K-12 students in one rural school engaged in online learning in a supplemental program, and the process that they undertook when they needed academic support.
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Appendix A
Appendix A
Weekly Journal Prompt for Students
Thinking only about the content in my CDLI courses, this past week I sought help to figure out…
To help me figure this out I went to (you can have more than one place where you went to for help)…
[Possible answers may include: my online teacher, another student in my school, another student in my online class not at my school, a school-based teacher, a recorded synchronous class, the material in the LMS, an MLO on the CDLI website, a CDLI e-tutor, a general Internet search, etc.]
I selected this source/these sources of help because…
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Barbour, M.K. Where Do They Go? An Investigation of K-12 Online Learners Process for Obtaining Support. TechTrends 66, 351–365 (2022). https://doi.org/10.1007/s11528-022-00698-w
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DOI: https://doi.org/10.1007/s11528-022-00698-w