K-12 online students are increasingly communicating and collaborating with their peers; however, research on the topic is limited—especially research examining students’ perceptions and experiences. Guided by the Adolescent Community of Engagement framework’s concept of peer engagement, this case study examined learner-learner interactions at a cyber charter high school. Ten students were selected by teachers based on their ability to independently engage in learning activities—five students were more independent and five required more support from others. Each student took part in two, hour-long interviews for a total of 20 interviews. The interviewers covered students’ perceptions an experiences regarding teachers, parents, and peers. This report only focuses on peers. Students found that their interactions with peers allowed them to develop friendships, improve their motivation, receive peer instruction, and collaborate effectively with others. Challenges are also covered. The article concludes with recommendations for research and practice.

中文翻译：

---

网络宪章高中学生与同伴互动的学生感知

K-12在线学生越来越多地与同龄人交流和合作；但是，有关该主题的研究是有限的，尤其是研究学生的看法和经验的研究。该案例研究以青少年社区参与框架的同伴参与概念为指导，研究了网络特许高中的学习者与学习者之间的互动。老师根据他们独立从事学习活动的能力选择了十名学生，其中五名学生更加独立，五名学生需要其他人的更多支持。每个学生参加了两个小时的访谈，总共进行了20次访谈。采访者涵盖了学生对老师，父母和同伴的看法。本报告仅针对同龄人。学生发现，与同伴的互动使他们能够发展友谊，提高他们的动机，接受同伴的指导并与他人有效地合作。挑战也包括在内。本文最后提出了有关研究和实践的建议。