Publication Title

Journal of Interactive Online Learning

Publication Date

Winter 2010

Document Type



online courses, virtual classrooms, Web-based instruction, distance education, teaching methods, instructional effectiveness, teacher attitudes, interviews, best practices, experienced teachers, teacher characteristics, teacher effectiveness, secondary school teachers




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 reports on a study of 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. (Contains 1 table and 1 figure.)

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