Role Adjustment for Learners in an Online Community of Inquiry

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.

Emotional presence, learning, and the online learning environment

“…In addition, we began to see the type of emotion that exists in one, the other, or both. This begins to add the 'what' and 'when' of the emotional experience to earlier work that suggests emotion is present in the online experience (Artino, 2009;Cleveland-Innes, Garrison, & Kinsel, 2007;Conrad, 2002;Zembylas, 2008).…”

“…In spite of evidence that more and more students are engaging in online learning (Allen & Seaman, 2010), clarity about the transition to a new learning environment is still unconfirmed (Cleveland-Innes, Garrison, & Kinsel, 2007). While new technologies are often expected to make work easier, they also involve the development of new competencies (Birch, 2001).…”

“…As indicated by Anderson (2007), seven of fifteen indicators of social expression are expressions of emotion. Emotion is identified as important to student adjustment to the role of online learner (Cleveland-Innes, Garrison & Kinsel, 2007), the development of online community (Perry & Edwards, 2005), the choice of instructional format (Artino, 2010), and perception, expression, and selfmanagement (Kang, Kim, & Park, 2007). Conrad (2002), in her study of emotion, vividly recounted the tumult of feelings, including anxiety, that accompany the online learning experience.…”

IRRODL Volume 13, Number 4

“…Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course. Zembylas (2008) applied qualitative methodology to investigate emotional presence, using learners' monthly emotion journals and interview strategy.…”

“…As indicated by Anderson (2007), seven of fifteen indicators of social expression are expressions of emotion. Emotion is identified as important to student adjustment to the role of online learner (Cleveland-Innes, Garrison & Kinsel, 2007), the development of online community (Perry & Edwards, 2005), the choice of instructional format (Artino, 2010), and perception, expression, and selfmanagement (Kang, Kim, & Park, 2007). , in her study of emotion, vividly recounted the tumult of feelings, including anxiety, that accompany the online learning experience.…”