online learner

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20th Annual Conference on Distance Teaching and Learning For more resources click here -> http://www.uwex.edu/disted/conference/

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Student Role Adjustment in Online Environments: From the Mouths of Online Babes Ellen Kinsel Graduate Student Athabasca University Dr. Martha Cleveland-Innes Assistant Professor Athabasca University Dr. D. Randy Garrison Learning Commons Director University of Calgary

This paper reports findings from a pilot study of adjustment to the role of online learner in online learning environments. Using pre- and post-questionnaires, students enrolled in entry-level courses in two different graduate degree programs at Athabasca University, Canada, were asked to assess their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social and teaching presence, which are defined by Garrison, Anderson, and Archer (2000) as core dimensions of role identity in an online educational community of inquiry. Student comments provide understanding of the experience of first time online learners and the potential for incorporating this understanding into instructional design and delivery in order to ease the adjustment to the distance learning environment. Mechanisms can be improved to acknowledge adjustment to the role of online learner, leading to enhancement of elements that contribute to an effective community of inquiry. Theoretical Framework An online community of inquiry, replete with interaction opportunities in several places of ‘presence’ (Garrison & Anderson, 2003) provides an excellent opportunity for the re-socialization of the role of learner. While not all learning activities involve online learning, it is likely that, in the near future, a portion of all learner activities will involve working online. Differences in the required activities of online learning, in comparison to classroom based face-to-face, result in new, required expectations and behaviors for learners. These new activities cluster into a pattern that is seen as the ‘role’ of online learner. The term role in this instance is defined as “a generally accepted way of behaving, acting and interacting”(Knuttila, 2002). Taking on a role (e.g. teacher, mother, learner) involves learning what the expected behaviors are through a process of observation and trial and error attempts at the role (Collier, 2001). While the adoption and enactment of social roles is a standard, commonplace element of everyday experience, becoming an online learner has a unique characteristic. For many learners, role models for learning the required and expected activities are not present until the time one is already engaged in an online course. Becoming such a learner requires ‘role taking’ and ‘role making’ behavior (Blau & Goodman, 1995) as the role of learner changes from that currently accepted in higher education to one more appropriate for continuous learning in an information-based, complex, global society. From the perspective of the individual, learning online requires the development of competencies in the role of ‘online learner’. As a new social role, the pathway to competence will occur over time as the role becomes normalized. In this Copyright 2005 The Board of Regents of the University of Wisconsin System. Duplication or redistribution prohibited without written permission of the author(s) and The Annual Conference on Distance Teaching and Learning http://www.uwex.edu/disted/conference/

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early stage, online communities will contribute to the socialization process for those engaging in this new role. The result is a new role identity for learners. Methodology Students participating in this study were enrolled in two graduate programs at Athabasca University. Two core courses normally taken early in each program were purposively selected in order to include the greatest number of novice online learners. Students from 19 distinct course groups over four terms were included in the study. 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. This study developed and tested an instrument to measure the extent of student identification with the behaviours, expectations and requirements of the role of online learner. Questionnaires were sent by email during the first two weeks of each term and repeated during the final two weeks of each term. The questionnaire provided quantitative data through 28 Likert-type questions derived from the community of inquiry model. Responses indicated a positive adjustment in comparison to experienced online learners (Garrison & Cleveland-Innes, 2003). That is, respondents rated themselves more closely to experienced online learners in the post-questionnaire than in the pre-questionnaire. One section of the questionnaire asked open-ended questions related to activities and outcomes, becoming part of the online learning community, and the design and facilitation of online learning. The constant comparative method was used to code responses to these questions. Five themes emerged from this process: interaction, instructor role, self-identity, course design, and technology. Findings and Discussion The purpose of this study was to assess the experiences of first-time online learners and their perceptions of the adjustment to online learning. Their responses to the open-ended questions reflect varying aspects of adjustment clustering around the themes of interaction, instructor role, self-identity, course design, and technology. These themes are explored in relation to cognitive, social, and teaching presence in the online environment. Cognitive Presence Table 1 provides sample comments from first time online learners regarding adjustments in cognitive presence in an online community of inquiry specific to each of the themes (numbers indicate respondent ID codes). Learners voiced concern regarding their adjustment to contributing to online content discussions that lack the visual cues available in face-to-face interaction. Some mentioned their fear of being misunderstood or saying something wrong. First time online learners also reported an adjustment to assuming more responsibility for their own understanding of the material without direct instruction from the professors. Concern was voiced that without more direction from the instructor, it became necessary to rely on fellow students for interpretation, and this could lead to uncertainty or dissatisfaction with learning outcomes. Several learners commented that their participation in online discussions was greater than in a traditional classroom where they were often shy and reluctant to speak up, while others reported a feeling of intimidation when they perceived that classmates had a greater understanding of the concepts or dominated the forum discussions.

Copyright 2005 The Board of Regents of the University of Wisconsin System. Duplication or redistribution prohibited without written permission of the author(s) and The Annual Conference on Distance Teaching and Learning http://www.uwex.edu/disted/conference/

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Table 1: Adjustment in Cognitive Presence Interaction

Instructor Role

Self-identity

Course Design

Technology

At first, I hesitated in fear of saying something wrong (similar feelings in F2F situations as well). However, after receiving feedback from other colleagues, the online conference engagements became enjoyable and valuable from a learning outcome perspective. (#195) I have found that it is more difficult to be sure that you understand the material in the online learning because there is little discussion with the prof. The prof seems to set up the lecture and then let us talk amongst ourselves with no interaction to let us know if we are on the right track. (#331) I feel that I don’t have as much to offer as others, either because I have had a more limited scope of learning or life experiences or because I can be intimidated by huge thoughts from bright people. (#250) Gaining equal participation and a common understanding in group work was a challenge. At the same time, it led to bonding between some group members. Group assignments early in the class helped to get us started quickly. (#335) I like asking questions, but I rarely do on-line. I like clarifying things, but I rarely do on-line. I like to participate in class, but I'm a slow typist, so I rarely do on-line. (#390)

Social Presence In terms of social presence, first time online learners expressed a need for time to feel comfortable communicating in a text only environment and to adjust to expressing emotion and communicating openly in an environment that lacks visual or other non-textual cues that provide context to communications in a face-to-face setting. Some appreciated opportunities to connect with one or a few other learners in a small group activity while others found this difficult to manage, particularly when one group member was dominant in the group. One learner expressed concern that “This mode of learning, however convenient for my schedule, is dehumanizing the learning process for me, and I’m not sure I’m happy with that” (#279). Sample comments on adjustment in social presence in an online community of inquiry are shown in Table 2. Table 2: Adjustment in Social Presence Interaction Instructor Role Self-identity Course Design

Technology

I did notice my emotional, social and ability to communicate became easier and I felt more relaxed as the course progressed. (#197) The only aspect (once again) that I found challenging was that I didn’t really feel that I got a sense of ‘knowing’ the instructor, nor did he really get to ‘know’ me. (#421) I find that I am much more open and interactive on-line than I am in person… I am not able to "hide in the corner" as I could in a live class. (#58) I found the use of small working groups to be a positive way of getting people to interact with one another, allowing me to project myself as a “real” person. . .It may be tougher to do this in the context of the larger class (i.e. those in other working groups.) One does not have the same degree of back and forth “organizational” communication with these other people. I think I may be less of a three dimensional person to these other people. (#284) Not ever having learned how to type may also be a factor as I [consider it] to be a handicap the same way someone who has difficulty expressing themselves verbally would. (#37) Copyright 2005 The Board of Regents of the University of Wisconsin System. Duplication or redistribution prohibited without written permission of the author(s) and The Annual Conference on Distance Teaching and Learning http://www.uwex.edu/disted/conference/

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Teaching Presence Table 3 includes sample comments from first time online learners regarding their adjustment to a changed teaching presence from past experience in face-to-face learning environments. Many indicated that a more visible teaching presence at the very beginning is desired to ease the adjustment from traditional learning environments to the online environment where the instructor is more of a facilitator and guide. Some reported that they adjusted by assuming more responsibility for their own learning outcomes while others expressed concern that the students were left to discuss content on their own without assistance from the instructor to let them know if they were on the right track. Table 3: Adjustment to Teaching Presence Interaction

Instructor Role Self-identity Course Design

Technology

Once we were comfortable with his role as more of a guide and facilitator than an omni-present being, we were able to take more ownership for our role in the program and for our own investment in the course. (#407) I’m certain that [the professor] reviewed the discussion threads regularly but he seemed more like the virtual "fly on the wall" than an active participant. (#204) I personally felt that a little more input and guidance from the instructor might have removed some anxiety and stimulated some interaction on my part. (#197) I think the instructor needs to be a very active participant at the beginning of the course. Everyone seems eager to talk to each other at the beginning (how many times did I log in on the first day to see if there was anything new?), and the instructor should tap into that by starting to focus that energy on the content. (#211) Most emails sent by my instructor disappeared and I did not know what I had to do. (#146) Conclusions and Recommendations

Based on the comments of first time online learners describing their adjustment to the online community of inquiry in terms of cognitive presence, social presence, and teaching presence, we recommend the following be incorporated into the instructional design and delivery of online courses in order to ease the adjustment to the role of online learner and enhance the elements that contribute to an effective community of inquiry.

Provide ample opportunity for those unfamiliar with the technology to gain skills and feel comfortable so they don’t feel they are at a disadvantage vis à vis their classmates. Encourage participants to separate content related dialogue from socializing. This can be accomplished by providing a café-style conference for those who enjoy chatting while those who have limited time or prefer not to socialize can focus on content. Include greater instructor involvement at the beginning of introductory level courses to ease the adjustment for first-time online learners as they assume greater responsibility for meeting learning outcomes, gain comfort in contributing to discussions often dominated by more experienced online learners, and become more confident in their new role without the immediate feedback from the instructor that occurs in the face-to-face classroom. Request that participants limit the length of their conference postings to one screen and insist that discussions remain focused on content other than in the online café. Time is an issue for distance learners, and adjusting to the role of online learner includes learning to balance that role with others in adult life including work, family, and community. Provide instruction on proper conference netiquette. Also, if one member of the class uses emoticons, hyperlinks, or other special tools in their postings, ask them to publish the instructions for the group so everyone has access to the same tools. Copyright 2005 The Board of Regents of the University of Wisconsin System. Duplication or redistribution prohibited without written permission of the author(s) and The Annual Conference on Distance Teaching and Learning http://www.uwex.edu/disted/conference/

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Request through private email that learners who appear to be dominating the conversation limit their postings to avoid intimidating novice conference participants. At the same time, private email can be used to encourage the less active participants to contribute. One effective technique is to include students’ names in conference postings and replies in order to draw them further into the conversation. This is the equivalent of being called on in a face-to-face classroom.

Changed practice implies role adjustment for the instructors as well as the learners. Online learning is more than just delivering course content. Professional development activities that focus on the affective components of course delivery will enable instructors to ease the adjustment of the learners to online learning as well as increase their own comfort level and effectiveness. References Blau, J.R. & Goodman, N. (Eds). (1995). Social roles & social institutions. New Brunswick: Transaction. Collier, P. (2001). A differentiated model of role identity acquisition. Symbolic Interactionist, 24(2), 217235. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 11(2), 1-14. Garrison, D.R., & Cleveland-Innes, M. (2003). Critical factors in student satisfaction and success: Facilitating student role adjustment in online communities of inquiry. In Elements of Quality Online Education: Into the Mainstream, Vol 4 in the Sloan-C Series, J. Bourne and J. Moore (Eds.), 29-38. Needham, MA: Sloan-C. Knuttila, M. (2002) Introducing sociology: A critical perspective. Don Mills, Ontario: Oxford University Biographical Sketches Ellen Kinsel recently completed a Master’s in Distance Education from Athabasca University. Address: Rural Route #1, New Denver, BC, Canada, V0G 1S0 E-mail: [email protected] Dr. Martha Cleveland-Innes is an Assistant Professor in the Centre of Distance Education at Athabasca University. Address: 1 University Drive Athabasca, AB, Canada, T9S 3A3 E-mail: [email protected] Dr. D. Randy Garrison is the Director of the Learning Commons and a professor in the Faculty of Education, University of Calgary. Address: Biological Sciences Building, Room 530L 2500 University Drive NW Calgary, AB, Canada, T2N 1N4 E-mail: [email protected]

Copyright 2005 The Board of Regents of the University of Wisconsin System. Duplication or redistribution prohibited without written permission of the author(s) and The Annual Conference on Distance Teaching and Learning http://www.uwex.edu/disted/conference/