Perceptions of virtual learning among principals and superintendents in the Upper Cumberland region of Tennessee
Abstract
This study examined the perceptions of virtual learning of principals and superintendents in school districts of the Upper Cumberland region of Tennessee. All 21 superintendents and 110 principals in the region were invited to participate in the study. Those who opted to participate completed an online survey. Of the identified population for the survey, 42.8% of superintendents and 44.5% of principals responded to the survey. Of those responding, 50.9% reported offering either online or distance learning courses to students. This is slightly lower than the most recently reported national average of 60%. Forty-nine percent of respondents reported that although they did not currently offer virtual learning opportunities, they were considering doing so. Both principals and superintendents most strongly agreed that the purpose of virtual learning was to provide opportunities for students to take courses not currently offered in their schools, to develop skills needed to learn and work in a technological society, to individualize instruction to meet the needs of a variety of students, and as an opportunity to take remedial courses. Administrators also agreed that virtual learning required independent and responsible learners. Policies concerning the funding of virtual learning and the types of courses that would count toward graduation and eligibility for enrollment in virtual learning courses were cited as the most critical to be addressed before implementing a virtual learning program.
Subject Area
Educational leadership|School administration|Educational technology
Recommended Citation
Sharon K Anderson,
"Perceptions of virtual learning among principals and superintendents in the Upper Cumberland region of Tennessee"
(2012).
ETD Collection for Tennessee State University.
Paper AAI3540654.
https://digitalscholarship.tnstate.edu/dissertations/AAI3540654