Web-based Learning Solutions for Communities of Practice

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Chapter 13 The Role of Learner in an Online Community of Inquiry Instructor Support for Firsttime Online Learners ABSTRACT Martha Cleveland-Innes Athabasca University, Canada Randy Garrison The University of Calgary, Canada 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. INTRODUCTION The move to online delivery in post-secondary education institutions has increased exponentially over the last decade. Early concerns were raised about the extent to which students would embrace DOI: 10.4018/978-1-60566-711-9.ch013 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 167 online education. However, recent evaluation of student enrolment in online courses indicates much willingness to engage; optimistic online enrolment projections are now a reality and there are implications that growth will continue. “Online enrolments continue to grow at rates faster than for the overall student body, and schools expect the rate of growth
to further increase.” (Allen & Seaman, 2004, Introduction, 3 rd para.). Eighty-one percent of all institutions of higher education in the United States offer at least one fully online or blended course and 67% recognized online education as a critical long term strategy for their institution. In the United States enrolment of online learners grew to approximately 3.5 million, a 21 percent increase since 2002 (Allen & Seaman, 2007). As growth continues, more and more students will experience online education. Students will require new skills to be competent online learners, and will modify behaviours from classroom learning to fit the online environment. The new skills include the ability to be socially and cognitively present (Garrison & Cleveland-Innes, 2005) by interacting with others, sharing experiences and demonstrating exploration, integration and application of content knowledge. This requires, in particular, the ability to overcome limitations in social and academic interaction precipitated by the lack of visual and verbal cues available in face-to-face learning. Otherwise, understanding content and constructing knowledge will be limited to what one can foster on one’s own (Piccard, 1997; Rice; 1992). The context then, of teaching and learning in online environments, is very different from long standing classroom structure in that it depends upon different technologies, unique communication processes, instructors operating from a distance, multimedia instructional materials within an involved course design and a new student identity (Collier, 2001). According to Wilson, et al. (2003), “there is also (sic) a need for better understanding of students’ adaptation to online learning over time.” Adaptation to the role of online learner can be understood by looking at the structure of the online pedagogical environment (Garrison, Anderson & Archer, 2000) and tenets of role theory (Blau & Goodman, 1995) and how role change occurs (Turner, 1990). The integration of new behaviours into one’s role repertoire (Kopp, 2000) occurs in a context (Katz 168 The Role of Learner in an Online Community of Inquiry & Kahn, 1978) and through an intricate process of role taking, role exploration and role making (Blau & Goodman, 1995). As such, the newness of the online environment will act as a catalyst for role adjustment for individual students moving online. This paper replicates the study of adjustment identified by novice online students (Cleveland- Innes, Garrison & Kinsel, 2007), from the point of view of the instructor. Instructors from two open and distance institutions were interviewed regarding the online experience of teaching. Responses were coded and categorized according to five categories of adjustment identified in earlier research: interaction, instructor role, self-identity, course design, and technology. This data was then analyzed a second time to aligned with each of three online presences: cognitive, social and teaching presence. This data validates the earlier areas of adjustment, and gives a view to what instructors do that may support or hinder adjustment. Recommendations are made for incorporating actions or activity into design, direct instruction or facilitation in order to ease adjustment for learners new to the online environment. Literature Review Online Community of Inquiry 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 three presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entrylevel courses in two graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning (Cleveland-Innes, Garrison & Kinsel, 2007). Five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design and technology.
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Editorial Advisory Board Anil Aggar
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Table of Contents Preface .........
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Chapter 11 An Organizational Knowle
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Detailed Table of Contents Preface
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Chapter 6 Using Storytelling as the
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Chapter 11 An Organizational Knowle
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Chapter 17 A Process-Oriented and T
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xviii Preface For more than ten yea
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xx (Greece) - by focusing on the pa
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xxii Advances reported in this book
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This chapter discusses the prelimin
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which will ultimately influence the
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Table 2. Facilitator 2 feedback SOL
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“Focus on reading peers’ posts
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• Feedback must be useful and for
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Schunk, D. H., & Lilly, M. W. (1984
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able to others (Wenger, 1998). With
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equire structure transformation att
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are often manually encoded on a cas
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context within the target template.
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tives have been negotiated with CoP
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Brown, H., & Cole, F. C. (1992). Ed
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26 ABSTRACT Chapter 3 Tackling Acce
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Figure 1. Web-based GUI of eLogbook
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Figure 2. System flow for the email
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submission or validation of deadlin
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Figure 7. Body of the email of crea
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The email-based eLogbook interface
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38 Chapter 4 Supporting Communities
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and to the contextualization of thi
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such meetings the CM practitioner n
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non-virtual spaces, candidate tools
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Compendium allows CoP members to cu
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lowing synchronous update of both C
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around the shared goal to enhance t
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community of farmers which is used
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REFERENCES Brown, J. S., & Duguid,
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est attain the educational goal. Th
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And here is where new technologies
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tion of such paths delivers a longe
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Figure 2. A snapshot of an activity
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Figure 3. A view of the course mult
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Henry, G. (2004, September). Connex
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defines a CoP as follows: “Commun
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ested in learning from each other i
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nize clearly how to begin a story,
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Figure 2. Story Development Phases
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Figure 3. Story Designed to move Em
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2. Some differences in JavaScript i
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However, bringing in a new practice
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Backbase. (2008). AJAX in enterpris
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through continuous learning (Rosenb
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do with web-based collaboration sys
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Artificial Intelligence. More preci
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approaches concerning social networ
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REFERENCES Ackerman, M. S. (1998).
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the describing more than one cluste
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eing ‘online’ or ‘offline’
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communication tools, see Weinberger
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learn community booked 147 meetings
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102 Live Virtual Technologies to Su
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Annotating FM text chat transcripts
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community members were discussing t
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chats taking place at this time, on
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ing its course. During an extended
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Dourish, P. (2006). Re-space-ing pl
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INTRODUCTION 114 Individual Learnin
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Page 141 and 142: Emotional Processing 118 Individual
Page 143 and 144: The Paradigm of CSA 120 Individual
Page 151 and 152: 128 Chapter 10 From ‘Collecting
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Page 175 and 176: 152 An Organizational Knowledge Cir
Page 177 and 178: CONCLUSION Our practical goal is to
Page 179 and 180: 156 Chapter 12 Using Web-Based Tech
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Page 187 and 188: CONCLUSION Distance education repre
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Page 209 and 210: INTRODUCTION Museums of the past so
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218 A Proposed Framework for Design
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230 Chapter 16 An Agent System to M
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common place (Hillery, 1955). The d
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the local area. Because of this, as
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Figure 3. General architecture cons
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Deliberative-Social Level In this l
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- The person uses knowledge previou
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Figure 7. Showing and sorting resul
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EVALUATION OF THE PROTOTYPE Once th
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support knowledge management but it
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Malhotra, Y. (2000), «Knowledge Ma
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INTRODUCTION 250 A Process-Oriented
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252 A Process-Oriented and Technolo
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exploration and review the attempt
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Defining Features of the IntelCitie
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Figure 1. Integrated eGov services
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portals to merely provide links to
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experiential learning and, therefor
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274 decision-making and develop the
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towards the back-office functions,
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Table 4. Step-wise logic of the ser
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Table 6. Feedback responses to the
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tals, but as particular types of eG
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software consists of a set of enabl
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solve problems associated with the
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ecruitment was organized mainly aro
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The global structure of the activit
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ITPF (during the 2002 crisis) and f
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growth of tax revenue generated som
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and so forth. They confront the cha
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community of practice members. Faci
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It is my belief that these networks
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Tuomi, I. (1999). Corporate knowled
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to accomplish meaningful interchang
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306 Chapter 20 Conditions and Key S
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308 Conditions and Key Success Fact
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330 Compilation of References Abdul
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Balasubramanian, S., & Mahajan, V.
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Curwell, S., Deakin, M., Cooper, I.
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Tailby, R., Dean, R., Milnerm, B.,
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Wenger, E., White, N., Smith, J., &
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360 About the Contributors empirica
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362 About the Contributors is also
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364 About the Contributors Loïc Me
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366 About the Contributors 1984) he
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368 About the Contributors Christin
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CoPs, key success factors in the cu
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R Reactive Level 236 REGRET reputat
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