Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Athabasca University Press
2006-12-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/325/743 |
| _version_ | 1818896751605579776 |
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| author | Emma J. Stodel Terrie Lynn Thompson Colla J. MacDonald |
| author_facet | Emma J. Stodel Terrie Lynn Thompson Colla J. MacDonald |
| author_sort | Emma J. Stodel |
| collection | DOAJ |
| description | Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/ or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues' (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings. |
| first_indexed | 2024-12-19T19:05:16Z |
| format | Article |
| id | doaj.art-5d82f80b02f9411a87e9d34e5378c23d |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-19T19:05:16Z |
| publishDate | 2006-12-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-5d82f80b02f9411a87e9d34e5378c23d2022-12-21T20:09:28ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312006-12-0173Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry FrameworkEmma J. StodelTerrie Lynn ThompsonColla J. MacDonaldDespite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/ or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues' (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings.http://www.irrodl.org/index.php/irrodl/article/view/325/743Online learninglearners' perspectivescommunity of inquiry frameworkcognitive presencesocial presenceteaching presencedistance educationhigher educationonline learninge-learning |
| spellingShingle | Emma J. Stodel Terrie Lynn Thompson Colla J. MacDonald Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework International Review of Research in Open and Distributed Learning Online learning learners' perspectives community of inquiry framework cognitive presence social presence teaching presence distance education higher education online learning e-learning |
| title | Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework |
| title_full | Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework |
| title_fullStr | Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework |
| title_full_unstemmed | Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework |
| title_short | Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework |
| title_sort | learners perspectives on what is missing from online learning interpretations through the community of inquiry framework |
| topic | Online learning learners' perspectives community of inquiry framework cognitive presence social presence teaching presence distance education higher education online learning e-learning |
| url | http://www.irrodl.org/index.php/irrodl/article/view/325/743 |
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