The Role of Learner in an Online Community of Inquiry

2010 ◽  
pp. 167-184 ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Randy Garrison
Keyword(s):  
Online Community ◽  
Community Of Inquiry ◽  
Course Design ◽  
Point Of View ◽  
Student Adjustment ◽  
Online Learners ◽  
Self Identity ◽  
Instructor Role ◽  
Modes Of Interaction

Students experiencing an online educational community for the first time experience adjustment in the role of learner. Findings from a study of adjustment to online learning from the instructor’s point of view 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, instructors from two open and distance institutions were interviewed. Data confirmed that instructors also perceive adjustment in the five areas of online experience identified by students. In addition, student adjustment in these five areas can be understood in light of core dimensions of learner role requirements in an online community of inquiry (Garrison, Anderson, and Archer, 2000). Instructor comments provide understanding of the experience of online learners, including the challenges, interventions and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made. Funding for this research was received from the Athabasca University Mission Critical Research Fund.

The Role of Learner in an Online Community of Inquiry

2009 ◽  
pp. 1-14 ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Randy Garrison ◽  
Ellen Kinsel
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Community Of Inquiry ◽  
Course Design ◽  
Design And Technology ◽  
Graduate Degree ◽  
Online Learners ◽  
Self Identity ◽  
Graduate Degree Programs ◽  
First Time

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.

Role Adjustment for Learners in an Online Community of Inquiry

2011 ◽  
pp. 1814-1827
Author(s):  
Martha Cleveland-Innes ◽  
Randy Garrison ◽  
Ellen Kinsel
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Community Of Inquiry ◽  
Course Design ◽  
Teaching Presence ◽  
Design And Technology ◽  
Graduate Degree ◽  
Online Learners ◽  
Self Identity ◽  
Graduate Degree Programs

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.

scholarly journals The Multi-Dimensional Influence of a Sports Activity on the Process of Psycho-Social Rehabilitation and the Improvement in the Quality of Life of Persons with Physical Disabilities

2018 ◽  
Vol 14 (3) ◽  
pp. 68-85
Author(s):  
Jakub Niedbalski
Keyword(s):  
Personal Development ◽  
Physical Disabilities ◽  
Point Of View ◽  
Sports Activity ◽  
Self Identity ◽  
Major Subject ◽  
The Disabled ◽  
Physically Handicapped

Purpose: The purpose of the research is to analyze the role that sport plays in the lives of persons with physical disabilities within the process of rehabilitation and the improvement of their quality of life.Background: The article raises the notions of changes that take place in the life of a physically handicapped person which is due to their engagement in a sports activity. In the article, I refer to the subjective perspective of those researched, rendering their own point of view into the major subject of analysis.Methods: Qualitative data are exploited in the research, collected through a technique of unstructured interviews and undisguised observations conducted among the disabled practicing sports.Findings: The role of sport practiced by the disabled has been determined within several contexts, which were distinguished within the course of the research as analytical categories.Conclusion: On the basis of the research it was found that getting involved in a sports activity is significant within the process of experiencing life satisfaction, personal development and the reconstruction of the ego, self-identity, and transformations in the manner of perceiving both themselves and others. Therefore, a sports activity of a disabled person supports the rehabilitation process effectively.

The role of learners’ epistemic beliefs in an online Community of Inquiry

2018 ◽  
Vol 50 (4) ◽  
pp. 1882-1895 ◽  
Author(s):  
Kun Huang ◽  
Victor Law ◽  
Sang Joon Lee
Keyword(s):  
Online Community ◽  
Community Of Inquiry ◽  
Epistemic Beliefs

Teaching in an Online Community of Inquiry

2013 ◽  
pp. 389-400
Author(s):  
Martha Cleveland-Innes
Keyword(s):  
Higher Education ◽  
Online Community ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Delivery Mode ◽  
Face To Face ◽  
Approach To Teaching ◽  
Education Delivery ◽  
Online Distance

Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or face-to-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.

Community of Inquiry Research Today

2018 ◽  
pp. 1-14
Keyword(s):  
Computational Linguistics ◽  
Learning Analytics ◽  
Community Of Inquiry ◽  
Course Design ◽  
Predictive Analytics ◽  
Online Learners ◽  
Community Of Inquiry Framework ◽  
Year 2000 ◽  
Blended Course ◽  
A Current

The Community of Inquiry framework provides a three-fold and multi-faceted way to consider effectiveness within an online, digital, and/or blended course setting. A broader understanding of online learning as social and interactive (e.g., Anderson & Elloumi, 2004) provides a theoretical grounding to understand the CoI framework for both course design as well as research. This chapter also describes key ideas that will be discussed in later chapters, including an overview of the Community of Inquiry framework, an overview of big data, learning analytics, predictive analytics, computational linguistics, social network analysis, and other conceptual ideas that foster analysis of online learners in large course settings or across programs. The authors offer a current understanding of the overall extant literature on the CoI framework as it relates to the key ideas since its conception around the year 2000. Additional readings are provided.

scholarly journals Journalists or activists? Self-identity in the Ethiopian diaspora online community

Journalism ◽  
2011 ◽  
Vol 12 (6) ◽  
pp. 727-744 ◽  
Author(s):  
Terje S Skjerdal
Keyword(s):  
Content Analysis ◽  
Online Community ◽  
Ideal Type ◽  
Online Media ◽  
Self Identity ◽  
Professional Norms ◽  
Ethiopian Government ◽  
Political Conditions ◽  
Journalistic Professionalism

This study investigates the role of the diaspora online media as stakeholders in the transnational Ethiopian media landscape. Through content analysis of selected websites and interviews with editors, the research discusses how the sites relate to recognized journalistic ideals and how the editors view themselves in regard to journalistic professionalism. It is argued that the journalistic ideals of the diaspora media must be understood towards the particular political conditions in homeland Ethiopia. Highly politicized, the diaspora websites display a marked critical attitude towards the Ethiopian government through an activist journalism approach. The editors differ slightly among themselves in the perception of whether activist journalism is in conflict with ideal-type professional norms, but they justify the practice either because of the less than ideal conditions back home or because they maintain that the combination of activism and professionalism is a forward-looking journalism ideology. The online initiatives of the Ethiopian diaspora are found to prolong media contestations in the homeland as well as reinforcing an ideal-type professional journalism paradigm.

Elucidation of block boundaries as the dissolution channels in hydrated cement

1978 ◽  
Vol 36 (1) ◽  
pp. 484-485
Author(s):  
N.V. Belov ◽  
U.I. Papiashwili ◽  
B.E. Yudovich
Keyword(s):  
Liquid Phase ◽  
Grain Boundaries ◽  
Benzoyl Peroxide ◽  
Phase Contrast ◽  
Active Role ◽  
Point Of View ◽  
Hardened Cement ◽  
Hydrated Cement ◽  
Hardened Cement Paste

It has been almost universally adopted that dissolution of solids proceeds with development of uniform, continuous frontiers of reaction.However this point of view is doubtful / 1 /. E.g. we have proved the active role of the block (grain) boundaries in the main phases of cement, these boundaries being the areas of hydrate phases' nucleation / 2 /. It has brought to the supposition that the dissolution frontier of cement particles in water is discrete. It seems also probable that the dissolution proceeds through the channels, which serve both for the liquid phase movement and for the drainage of the incongruant solution products. These channels can be appeared along the block boundaries.In order to demonsrate it, we have offered the method of phase-contrast impregnation of the hardened cement paste with the solution of methyl metacrylahe and benzoyl peroxide. The viscosity of this solution is equal to that of water.

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