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Role Adjustment for Learners in an Online Community of Inquiry: Identifying the Challenges of Incoming Online Learners
Cleveland-Innes, Martha · Garrison, D. Randy · Kinsel, Ellen

Published2007
JournalInternational Journal of Web-Based Learning and Teaching Technologies
Volume 2, Issue 1
CountryCanada, North America

ABSTRACT
This study outlines the process of adjustment learners experience when first participating in an online environment. Findings from a pilot study of adjustment to online learning environments validate differences found in three presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in two graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of student role requirements in an online community of inquiry. In each of these presences, five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.

Keywords asynchronous discussion · conferencing technologies · distance education · online classroom · online learning community

CoI focusFull model
MethodologyMixed methods explanatory
PopulationGraduate
Study designQuestionnaire
Data analysisConstant comparison
InstrumentCoI survey
ContributionPractical
Sample size150
Study aim"To assess the experiences of first-time online learners and their perceptions of the adjustment to online learning."
Finding"Five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology."
LanguageEnglish
ISSN1548-1093
RefereedYes
DOI10.4018/jwltt.2007010101
ExportBibTex · EndNote · Tagged XML · Google Scholar


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