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.

Adapting the Community of Inquiry Survey for an Online Graduate Program: Implications for Online Programs

“…Students reported that the first summer orientation was not that influential in forming bonds with their peers (M = 3.44) compared to the following year's week-long summer experience that they rated higher (M = 4.88). These results reinforce the conclusion of Cleveland-Innes et al (2007) about the time taken to build community. Students did not know each other and had not interacted much in summer 2010 compared to summer 2011 when they had taken four courses together and participated in different types of noncourse interactions.…”

“…When measuring social presence, the time taken to build social presence among a group of learners and the role of different communication media has to be considered (Cleveland-Innes et al, 2007). In our CoI survey, we attempted to address this aspect of social presence using items specific to the different types and areas of communication (face-to-face sessions, synchronous Elluminate sessions, Facebook interactions) and to when these interactions occurred (e.g.…”

“…discussion boards or virtual classrooms) and should be comfortable giving and receiving feedback from their peers (Swan & Shih, 2005). Multiple communication media (asynchronous, synchronous, formal and informal) should therefore be provided for the building of social presence in case students are unfamiliar with online communication (Cleveland-Innes et al, 2007). In an online program, interactions among program participants transcend coursework to also take place in social networks such as Facebook or LinkedIn and occasionally, during face-to-face meetings in the program or at professional events.…”

“…For example, item #14 from the CoI survey (Arbaugh et al, 2008, p. 135) 'Getting to know other course participants gave me a sense of belonging in the course' was changed to 'Getting to know others in the cohort gave me a sense of belonging in the program'. Given the importance of the communication medium in an online environment to social interactions and student satisfaction (Cleveland-Innes et al, 2007;So & Brush, 2007), items specific to students' perceived value of different communication media to the building of community and student learning from the first survey used in the program (Kumar et al, 2011) were added to the social presence section. For example, 'The Elluminate sessions were valuable for building community in the cohort' or 'I learned a lot from the on-campus orientation session'.…”

Cognitive presence through social and teaching presence in communities of inquiry: A correlational–predictive study

“…Cleveland-Innes, Garrison, and Kinsel (2007) note that the online community of inquiry involves a public and personal search for meaning and understanding. The theoretical foundation of their approach develops their view of teaching within a constructive-cooperative framework influenced by Vygotsky (1978), which demonstrates the close relationship between personal construction of meaning and society's influence on the configuration of the educational relationship (Garrison et al, 2000).…”