Student role adjustment in online communities of inquiry: Model and instrument validation
| Published | April 2004 |
| Journal | Journal of Asynchronous Learning Networks Volume 8, Issue 2, Pages 61-74 |
| Country | Canada, North America |
ABSTRACT
The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this research and identify the core elements and conditions associated with role adjustment to online learning (Garrison, Anderson and Archer, 2000). Through a factor analytic process it is shown that the instrument did reflect the theoretical model. It was also useful in refining the items for the questionnaire. The instrument is for use in future research designed to measure and understand student role adjustment in online learning.| Keywords | role adjustment · community of Inquiry · learning effectiveness · online learning |
| CoI focus | Full model |
| Methodology | Quantitative |
| Population | Graduate |
| Study design | Case study |
| Data analysis | Exploratory factor analysis |
| Instrument | CoI survey |
| Contribution | Empirical |
| Sample size | 65 |
| Study aim | "To explore the factor structure of an instrument constructed to assess role adjustment in an online asynchronous community of inquiry." |
| Finding | "Through a factor analytic process it is shown that the instrument did reflect the theoretical model." |
| Language | English |
| ISSN | 1939-5256 |
| Refereed | Yes |
| DOI | 10.24059/olj.v8i2.1828 |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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