HOW TEACHERS AT OKLAHOMA VIRTUAL CHARTER ACADEMY ADDRESS THE FIVE ELEMENTS OF COGNITIVE ENGAGEMENT: AN INTERPTRETIVIST CASE STUDY

Abstract

This qualitative case study examines teacher perceptions of how they cognitively engage their students in live online classes to determine the perceptions and practices of ten teachers at Oklahoma Virtual Charter Academy. Data was collected from teacher interviews and observation notes of live classes. Findings of this study revealed that teachers at Oklahoma Virtual Charter Academy value student engagement, but struggle when implementing strategies that prompt students to cognitively engage with material. Recommendations include addressing teacher assumptions about students’ learning preferences and assessing students’ perceptions about student engagement.