Web-based Learning Solutions for Communities of Practice

Catalonia, Spain. The institutions were chosen for
their mandate to provide open, distance and online
programs and courses. However, data from two
institutions from two different geographic locations
with different histories allows us to consider
adjustment to online learning without the bias of
culture or language. A convenience sample of
online instructors working at these institutions,
with varying amounts of experience, across a
variety of subjects, was selected. Data collection
stopped at thirty-nine (39) instructor interviews,
twenty (20) from the institution in Canada and
nineteen (19) from Spain, as it appeared no new
insights were surfacing in the data.
Instructors from three separate programs
participated. One program is a social science
Master’s Degree in Interdisciplinary Study.
The two other programs are Master’s Degrees
in Education with a concentration in Distance
Education. Both programs are offered entirely
online on a learning platform of asynchronous
communication. Courses ranged across multiple
subject areas including philosophy, research methods
and education technology. This variation of
course was included to randomize any possible
subject-matter effects that may influence results.
All courses were delivered using a combination of
print and electronic media and online conferencing.
The online conferencing component provided
the opportunity for student engagement and group
interaction. Required conference participation
was used for assessment in some courses while
it remained a voluntary activity in others.
Data Collection
Three research assistants interviewed twenty-one
Canadian instructors via telephone. As telephone
interviews were inconvenient or unfeasible for
Catalonia instructors, this group of respondents
completed online questionnaires. Eighteen University
of Catalonia instructors participated in the
survey. Questions posed to Catalonia instructors
were conceptually similar, but not worded iden-
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The Role of Learner in an Online Community of Inquiry
tically to questions posed to Canadian instructors.
Interviews divided randomly between three
interviewers for Athabasca sample. Interview
process used semi-structured approach in that
questions were used as guidelines and probing
was allowed. This let interviewees speak off topic,
going beyond the interview schedule at times. Interview
data from OUC respondents was accepted
at face value, as written by respondents.
Questions focused on instructional elements of
design, facilitation and direct instruction as they
relate to the three presences. References to student
behaviour and adjustment to online environments
were unintended findings that were analyzed as
secondary findings.
Data Analysis
Five themes, identified from the grounded theory
work provided in previous studies of first-time online
students (Cleveland-Innes, Garrison & Kinsel,
20097). These themes are interaction, instructor
role, self-identity, course design, and technology.
Definitions of these constructs are outlined below.
Interaction: Issues related to quality, quantity, and
value of dialogue with other students and instructors.InstructorRole
: Respondents commented on
the activities of the instructor in the conference
forums and the quantity, quality and timing of
feedback.Self-identity: Respondents discussed
learning style, personal needs, and increasing
responsibility and ownership for learning.Design:
Respondents commented on the effectiveness of
course design and delivery and the availability
of institutional support.Technology: Respondents
pointed out technology issues that may affect
participation in an online community, and slow
adjustment to the role of online learner.
Identifiers were removed and interview transcripts
saved based on a numerical scheme to
retain confidentiality. Two interviewers imported
transcripts to NVivo as rtf documents. A coding
scheme was developed in NVivo based on a cod-