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The Role of Learner in an Online Community of Inquiry: Responding to the Challenges of First-Time Online Learners

The Role of Learner in an Online Community of Inquiry: Responding to the Challenges of First-Time Online Learners

Martha Cleveland-Innes, Randy Garrison, Ellen Kinsel
Copyright: © 2009 |Pages: 14
ISBN13: 9781605662381|ISBN10: 1605662380|ISBN13 Softcover: 9781616925871|EISBN13: 9781605662398
DOI: 10.4018/978-1-60566-238-1.ch001
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MLA

Cleveland-Innes, Martha, et al. "The Role of Learner in an Online Community of Inquiry: Responding to the Challenges of First-Time Online Learners." Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications, edited by Nikos Karacapilidis, IGI Global, 2009, pp. 1-14. https://doi.org/10.4018/978-1-60566-238-1.ch001

APA

Cleveland-Innes, M., Garrison, R., & Kinsel, E. (2009). The Role of Learner in an Online Community of Inquiry: Responding to the Challenges of First-Time Online Learners. In N. Karacapilidis (Ed.), Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications (pp. 1-14). IGI Global. https://doi.org/10.4018/978-1-60566-238-1.ch001

Chicago

Cleveland-Innes, Martha, Randy Garrison, and Ellen Kinsel. "The Role of Learner in an Online Community of Inquiry: Responding to the Challenges of First-Time Online Learners." In Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications, edited by Nikos Karacapilidis, 1-14. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-238-1.ch001

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Abstract

Learners experiencing an online educational community for the first time can explain the adjustment required for participation. Findings from a study of adjustment to online learning environments validate differences found in 3 presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in 2 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 learner role requirements in an online community of inquiry. 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.

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