A teacher perspective on using a hybrid virtual classroom for students with a chronic illness in mainstream primary and secondary schools

Technology Pedagogy and Education, vol. 31, pp. 493–508

Abstract

Teachers’ beliefs and experiences were explored when using videoconferencing at mainstream schools to provide distance learning to students with a chronic illness (SCIs) in a hybrid virtual classroom (HVC). Seventy-seven primary and secondary teachers participated in this study, involving a semi-structured interview and a survey. Teachers found the HVC useful to achieve continuity of learning, to support the social well-being of SCIs and to facilitate school re-entry. A multiple regression analysis showed that perceived usefulness and the actions teachers undertook to foster collaboration and communication between SCIs and their school were related to perceived engagement of SCIs. Primary school teachers enhanced significantly more activities to support interaction between SCIs and their classmates than secondary school teachers.

Authors 3

1. Silvia Klunder corresponding Aachen

   Leiden University · Leiden University Medical Center

   Affiliation as printed

   Leiden University Medical Centre (LUMC), Leiden University, Leiden, The Netherlands

2. Nadira Saab Aachen

   Leiden University

   Affiliation as printed

   Leiden University Graduate School of Teaching (ICLON), Leiden Univeristy, Leiden, The Netherlands

3. Wilfried Admiraal Aachen

   Leiden University · OsloMet – Oslo Metropolitan University

   Affiliation as printed

   Centre for the Study of Professions, Oslo Metropolitan University, Oslo, Norway

   Leiden University Graduate School of Teaching (ICLON), Leiden Univeristy, Leiden, The Netherlands