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The role of learner in an online community of inquiry: Instructor support for first time online learners
Athabasca Univ, Athabasca, Canada.
2009 (English)In: Web-Based Learning Solutions for Communities of Practice: Developing Virtual Environments for Social and Pedagogical Advancement, IGI Global, 2009, p. 167-184Chapter in book (Refereed)
Abstract [en]

Students experiencing an online educational community for the first time experience adjustment in therole of learner. Findings from a study of adjustment to online learning from the instructor’s point ofview validate five main areas of adjustment identified in previous research: technology, instructor role,modes of interaction, self-identity and course design. Using a confirmatory research model, instructorsfrom two open and distance institutions were interviewed. Data confirmed that instructors also perceiveadjustment in the five areas of online experience identified by students. In addition, student adjustmentin these five areas can be understood in light of core dimensions of learner role requirements in anonline community of inquiry (Garrison, Anderson, and Archer, 2000). Instructor comments provideunderstanding of the experience of online learners, including the challenges, interventions and resolutionsthat present themselves as unique incidents. Recommendations for the support and facilitation ofadjustment are made. Funding for this research was received from the Athabasca University MissionCritical Research Fund.

Place, publisher, year, edition, pages
IGI Global, 2009. p. 167-184
National Category
Computer and Information Sciences
Identifiers
URN: urn:nbn:se:kth:diva-72216DOI: 10.4018/978-1-60566-711-9.ch013ISBN: 9781605667119 (print)ISBN: 1605667110 (print)OAI: oai:DiVA.org:kth-72216DiVA, id: diva2:487281
Note
QC 20120502Available from: 2012-01-31 Created: 2012-01-31 Last updated: 2018-01-12Bibliographically approved

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CiteExportLink to record
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  • apa
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  • Other locale
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