An online high school “shepherding” program: Teacher roles and experiences mentoring online students

  • Drysdale J
  • Graham C
  • Borup J
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Abstract

Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, little research addresses how programs that are ful- ly online can provide their students with comparable support. This case study analyzed a “shepherding program” at Moun- tain Heights Academy, a fully online high school. We found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, the shepherd- ing program increased teachers’ job satisfaction, responsibility, motivation, and mental peace. Demands on teachers who acted as shepherds included investments of time and emotion. This case study provides fully online schools with one ap- proach for improving student support.

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Drysdale, J. S., Graham, C. R., & Borup, J. (2014). An online high school “shepherding” program: Teacher roles and experiences mentoring online students. Journal of Technology and Teacher Education, 22(1), 9–32. Retrieved from http://www.editlib.org/p/112372

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