The Impact Of Student Mindsets In The Virtual Math Classroom

<p>Mindset has been studied in multiple traditional school settings, but its interaction with transactional distance in a virtual school environment is missing from the current research. This dissertation explores the experiences of students and learning coaches in a virtual high school through a series of interviews in order to present a better understanding of how students and learning coaches perceive the role of mindset and transactional distance in their interactions with each other, the content, and the teacher. The case study design applied the lenses of Transactional Distance Theory and Mindset Theory to descriptive coding of interview transcripts and relevant documents and concluded that transactional distance, while at least partially constructed by the student and enabled by the learning coach, contributes to the student’s sense of isolation, the student’s reliance on the learning coach, the increased need for a student to be able to function autonomously and exhibit a growth mindset, and the increased demands on the learning coach above what was initially intended in the virtual model design for that role.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2019

Author dc:creator

• Kremer, Katrina

Contributors dc:contributor

• Marilyn Newell
• Jessica Branch
• Kristin Cuilla

• Educational Leadership
• Online and Distance Education

Repository record dc:identifier

https://dune.une.edu/theses/209

OAI identifier oai:identifier

oai:dune.une.edu:theses-1208