CLASS™ Project Research Study Summary
Experiences of ISHS Teachers as They Transition to Virtual Teaching

IRB #2000-06-301EX (Teacher Experience Study - 2000)

This case study explored the experiences of ten full-time University of Nebraska-Lincoln (UNL) Independent Study High School (ISHS) teachers as they managed the implementation of on-line courses into their print-based correspondence curriculum. The participants are the teachers of the UNL Independent Study High School. The ISHS has been operating for over 70 years. The ISHS teachers have a combined teaching experience of over 180 years. As all but one of the teachers have at least one Masters degree, some have multiple Masters degrees and at least one has a Ph.D. The one who does not is working on her graduate degree. The curriculum offered by the high school added on-line courses to the print-based distance education courses. Teachers’ experiences with this transition provided unique knowledge and insight that would prove invaluable to ensuring top quality education. The teachers responded with insight into key experiences, how their roles as teachers have been redefined, how they would have managed the transition differently had they been in charge, and future directions for distance education.

This study was conducted in collaboration with the UNL McNair program. The purpose of the national McNair program is, primarily, to give research experience to students committed to pursuing a doctoral degree. CLASS™ sponsored two scholars to conduct research during the 2000 McNair Summer Research program under the mentorship of the internal researcher. The visiting scholars had no previous affiliation with the CLASS? Project or ISHS.

Interviews were conducted in individual and focus group formats. Interview questions were open-ended questions, allowing the teachers to express their opinions and feelings about the experience of transitioning from their former teaching mode to include the on-line course teaching.

Five main themes emerged from the data: relationships, technological issues, curriculum, teaching, and time. These topics were also specific enough to give detailed insight into particulars of the complexities involved with the move to on-line education. The purpose of the study was to draw a picture of the ISHS teachers’ experiences of moving into a computer assisted teaching environment.

Teachers’ responses supported the extensive body of literature on adoption of innovation. The unique perspective of the independent study distance-learning teachers adds to this literature. When planning online course development and teacher training timelines, time and participation time requirements should be taken into account.