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Surveys collected perceptions from 60 mentor teachers and 92 teacher candidates regarding preparedness, confidence in creating effective VLEs, obstacles, and strategies for building community during an online shift. Administered in November 2020, results showed increased fall confidence versus spring transitions, with student engagement emerging as the largest challenge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/virtual-learning-environments-and-a-needs-assessment-of-k-12-teachers/591137/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/virtual-learning-environments-and-a-needs-assessment-of-k-12-teachers/591137.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the virtual learning environment study conducted?","Question",{"text":112,"@type":113},"Researchers surveyed 60 mentor teachers and 92 teacher candidates in November 2020. The survey gathered views on preparedness, confidence, obstacles, and community-building strategies in a VLE.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What changes did participants report between spring and fall 2020?",{"text":117,"@type":113},"In fall, participants felt much more confident and equipped to handle VLE technology than during the abrupt spring transition. This contrasted with the emergency nature of the initial shift.",{"name":119,"@type":110,"acceptedAnswer":120},"What was identified as the biggest challenge in a VLE?",{"text":121,"@type":113},"Despite community-building strategies, participants noted that student engagement was the biggest challenge in a virtual learning environment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591137,1792164995,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Virtual Learning Environments anda Needs Assessment ofK–12 Teachers  \nNalline Baliram  \nKirsten Koetje  \nEmily Huff Seattle Pacific University  \nAbstract  \nDuring the COVID-19 emergency pivot to virtual learning environments, the researchers sought to understand mentors’and teacher candidates’ experiences in K–12 schools so that they could offer improved training and support. We surveyed 60 mentor teachers’ and 92 teacher candidates’ perceptions of preparedness for a virtual learning environment (VLE), confidence in creating an effective VLE, obstacles involved in a VLE, and strategies for building community in an online environment. The survey was administered in November 2020. Both teacher candidates and mentor teachers were fully immersed in the virtual learning environment. In the fall, participants felt they were much more confident and equipped to handle the VLE technology than when they had been abruptly forced to transition in the spring quarter of the prior school year. However, despite the various strategies used to build community, the participants noted student engagement as the biggest challenge in a VLE.  \nKeywords: online learning, virtual learning environment, student engagement, technology  \nAILACTE Journal 27  \nBaliram, Koetje, and Huff  \nVirtual Learning Environments and a Needs Assessment ofK-12 Teachers  \nEducators, policy makers, parents, students, and administrators around the world pivoted to distance learning settings in the wake of the COVID-19 global pandemic. Many school systems chose a virtual learning environment (VLE) despite their lack of familiarity with using online platforms, lack of online curriculum, and unestablished routines for virtual teaching and learning. With a majority of schools shutting down in-person education starting in the spring of 2020, many states and local educational agencies began to plan for VLEs—a course of study in a webbased platform—for the opening of the school year in fall 2020. The VLEs that emerged from the global pandemic were of an emergency nature in the spring, and thus cannot be seen as identical to other traditional VLEs or blended learning environments (Aguliera & Nightingale-Lee, 2020; Trust & Whalen, 2020; Whittle et al., 2020). Even with more planning and preparation for VLEs for the reopening of schools in the fall of 2020, emergency characteristics remained. For instance, with an emergency VLE, there are added variables in the mix such as the presence of trauma (both with students and educators), inadequate internet connections, lack of appropriate technology, fewer trained stakeholders, childcare issues, economic constraints, and other destabilizing factors. Despite added training and preparation, many educators and families would not have chosen a VLE environment had there not been a pandemic. In this paper, we discuss the nature of the emergency VLE pivot during the COVID-19 global pandemic shortly after the fall 2020 re-opening of schools and its impact on teacher candidates and their mentor teachers.  \nA successful VLE in education depends upon how well teachers and their students have been trained to effectively utilize and engage the resources on hand and their motivation to do so. The shift from traditional, on-campus classes to online classes has been associated with many concerning developments, including arise in student mental health concerns (Murata et al., 2021), lack of student achievement and engagement (Dorn et al., 2020), and an overwhelmed teacher force (Trust & Whalen, 2020).  \nAs three teacher educators at a liberal arts university, we  \n28 AILACTE Volume XVIII 2021  \nVirtual Learning and Needs Assessment ofK–12 Teachers  \nknew teacher candidates needed support pivoting during this emergency transition to online teaching. We built modules in our programs that supported teacher candidates in prioritizing general learning principles, available school technologies, and familiarity with the International Society for Technology in Edu","cbCaitIGdUrUFoap","https://ap.wps.com/l/cbCaitIGdUrUFoap","pdf",294940,27,"English","# Abstract\n# Introduction\n# Program Development and Research Focus\n# Research Questions\n# Literature Review\n## Virtual Learning Environment (VLE)","[{\"question\":\"How was the virtual learning environment study conducted?\",\"answer\":\"Researchers surveyed 60 mentor teachers and 92 teacher candidates in November 2020. The survey gathered views on preparedness, confidence, obstacles, and community-building strategies in a VLE.\"},{\"question\":\"What changes did participants report between spring and fall 2020?\",\"answer\":\"In fall, participants felt much more confident and equipped to handle VLE technology than during the abrupt spring transition. This contrasted with the emergency nature of the initial shift.\"},{\"question\":\"What was identified as the biggest challenge in a VLE?\",\"answer\":\"Despite community-building strategies, participants noted that student engagement was the biggest challenge in a virtual learning environment.\"}]","Virtual Learning Environments and a Needs Assessment of K-12 Teachers | PDF",1792071201,68]