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- Burkle, M., et al.
(författare)
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Defining the role adjustment profile of learners and instructors online
- 2013
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Ingår i: Journal of asynchronous learning networks. - : The Online Learning Consortium. - 1939-5256 .- 1092-8235. ; 17:1, s. 73-87
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this research was to analyze the experience of post-secondary first time online students combining time spent in the classroom-workshop with online course access, and their interactions with instructors. In the following discussion, and following the Cleveland et al. [1] model, a comparison between the categories 'student's role adjustment' and 'instructors' role' is presented.
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| 2. |
- Bälter, Olle, et al.
(författare)
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Student approaches to learning in relation to online course completion
- 2013
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Ingår i: Canadian Journal of Higher Education. - : The Canadian Journal of Higher Education/la Revue canadienne d'enseignement superieur. - 0316-1218 .- 2293-6602. ; 43:3, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.
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| 3. |
- Cleveland-Innes, Martha, et al.
(författare)
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Conclusions and further directions
- 2024
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Ingår i: The Design of Digital Learning Environments. - New York : Routledge. ; , s. 293-304
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Bokkapitel (refereegranskat)abstract
- This chapter concludes this book with a comprehensive summary and integrated conclusion based on its contents. Here, we present an application summary for each section, delving into the insightful chapters exploring the application of the Community of Inquiry framework. The summary is followed by the presentation of a thematic analysis of the recommendations presented throughout the chapters, resulting in eight broad themes that encapsulate the essence of the book. Moreover, we address some current challenges and issues associated with the Community of Inquiry framework, emphasizing the need for further investigation in specific areas. By immersing ourselves in the collective insights and implications woven throughout the book, this chapter offers a personalized and synthesized perspective, ultimately paving the way for future research endeavors in this captivating field.
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| 4. |
- Cleveland-Innes, Martha, et al.
(författare)
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Emotional Presence and Mobile Learning : Learner-driven Responses in a Wireless World
- 2013
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Ingår i: European Journal of Open, Distance and E-Learning. - 1027-5207. ; , s. 106-117
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This study examines the use of mobile devices among online graduate students, and what effect, if any, this use has on emotional presence. We suggest that emotion exists as part of the online experience, just as it does in all human experience. The intensity of graduate study and the benefit of increased interaction through online communities may be a catalyst for both increased use of mobile communication devices to support learning and a stimulus for emotion. Results demonstrate that half the online graduate students in this study use mobile devices in support of their learning. Emotional presence does exist for online graduate students but it is not influenced by mobile device use. There is a significant gender difference in the measurement of emotional presence.
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| 5. |
- Cleveland-Innes, Martha, et al.
(författare)
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Emotional presence, learning, and the online learning environment
- 2012
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Ingår i: International Review of Research in Open and Distance Learning. - : Athabasca University Press. - 1492-3831. ; 13:4, s. 269-292
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Tidskriftsartikel (refereegranskat)abstract
- In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
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