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Role adjustment for learners in an online community of inquiry: Identifying the needs of novice online learners
2007 (English)In: International Journal of Web-Based Learning and Teaching Technologies, ISSN 1548-1093, E-ISSN 1548-1107, Vol. 2, no 1, 1-16 p.Article in journal (Refereed) Published
Abstract [en]

This study outlines the process of adjustment learners experience when first participating in anonline environment. Findings from a pilot study of adjustment to online learning environmentsvalidate differences found in three presences in an online community of inquiry. Using pre- andpost-questionnaires, students enrolled in entry-level courses in two graduate degree programsat Athabasca University, Canada, describe their adjustment to online learning. Responses wereanalyzed 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 onlinecommunity of inquiry. In each of these presences, five areas of adjustment characterize the movetoward competence in online learning: interaction, self-identity, instructor role, course design,and technology. Student comments provide understanding of the experience of first time onlinelearners, including the challenges, interventions, and resolutions that present themselves asunique incidents. Recommendations for the support and facilitation of adjustment are made.

Place, publisher, year, edition, pages
2007. Vol. 2, no 1, 1-16 p.
Keyword [en]
asynchronousdiscussion; conferencing technologies; distance education; online, classroom; online learning community
National Category
Computer and Information Science
Identifiers
URN: urn:nbn:se:kth:diva-70365OAI: oai:DiVA.org:kth-70365DiVA: diva2:486194
Note
QC 20120516Available from: 2012-01-30 Created: 2012-01-30 Last updated: 2017-12-08Bibliographically approved

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