Teachers’ Lived Experiences With Engaging Elementary Students in Synchronous Virtual Learning

ABSTRACT

The COVID-19 pandemic necessitated an unprecedented shift to virtual learning in the United States, even though there is limited research supporting virtual learning at the K-5 level. This study explored teachers’ lived experiences with engaging their K-5 students in a synchronous virtual setting. Data for the present study were collected through a survey of 60 teachers and two focus groups of 12 teachers total who taught grade K-5 online with a larger virtual learning provider in Missouri. Additionally, two one-on-one interviews with the assistant principals of virtual learning at this virtual learning provider were conducted. Findings suggest there were certain teacher dispositions that contributed to successful engagement in elementary virtual learning. In addition, several specific practices for cognitive, affective, and behavioral engagement were uncovered, as well as several challenges regarding engagement in K-5 virtual learning. This research begins the important work of uncovering best practices in virtual learning at the K-5 level and paves the way for future research on the topic.

KEYWORDS:

• Elementary virtual learning
• engagement strategies
• family engagement in virtual learning
• K-5 online
• multidimensional engagement framework
• professional dispositions
• synchronous online learning

Disclosure statement

No potential conflict of interest was reported by the author(s).