Stage-Environment Fit and Middle Level Virtual Learners: A Phenomenological Case Study

摘要

There has been an increase in research regarding experiences within virtual education. However, little attention has been given to the middle level context. Through a theoretical lens grounded in stage-environment fit theory, this phenomenological case study describes the lived experiences of two middle level virtual learners as they engage in an academic year of virtual middle school. Their shared experiences give attention to a need for relatedness, self-efficacy, motivation and autonomy in the virtual context.