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The COVID-19 pandemic illuminated the need for schools to strengthen their relationships with families in order to support remote learning. Framed with the theoretical lens of the traditional partnership model, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were responding to the technology needs of students and families while in hybrid and distance learning models. Three main themes emerged from the survey data: maximizing caregiver support to improve student learning, increasing attendance and engagement in the online learning environment, and building technology savviness in parents and caregivers. Recommendations for further research include the formation of focus groups with technology directors from Minnesota and beyond. As a growing number of districts offer online schools and there is an increase in families choosing to sustain online learning, it is important to discover how schools and homes can continue to partner together in support of student learning. [ABSTRACT FROM AUTHOR]

This phenomenological study examines the real-life experience of first-time online learners enrolled in a fully online master's program at a private, nonprofit University in Minnesota. Students encompassing different age groups and levels of experience with distance education and that had taken at least two online courses, with some nearing the end of their program, were recruited from various online programs to participate in a survey. A phenomenological examination of the interviews and focus group transcripts yielded comprehensive results in coding the prevalent category themes. The findings helped identify approaches to online education and the opportunities and challenges these participants faced in their online courses. These aspects were divided into themes that further illuminate the participants' real-life experiences. As a result, the analysis revealed the learners' appreciation for the flexibility that online learning brings into their lives. Furthermore, the researcher discovered that the participants were driven to improve their skills through the online learning environment by employing various resources. [ABSTRACT FROM AUTHOR]