Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study
Adult learners value the flexibility and convenience offered to them as online learners, and many learners are required to absent themselves from their online classes during courses in order to accommodate demanding schedules. What factors and tensions contribute to learners’ decision-making at the...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Athabasca University Press
2009-06-01
|
| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/630 |
| _version_ | 1818855588258381824 |
|---|---|
| author | Dianne Conrad |
| author_facet | Dianne Conrad |
| author_sort | Dianne Conrad |
| collection | DOAJ |
| description | Adult learners value the flexibility and convenience offered to them as online learners, and many learners are required to absent themselves from their online classes during courses in order to accommodate demanding schedules. What factors and tensions contribute to learners’ decision-making at these times? This qualitative study considered the planned absences of learners engaged in an online graduate course at a large university. Working within the framework provided by cognitive, instructional, and social presences, findings showed the following: (1) learners understood and accommodated the relationship and importance of the affective domain to their cognitive successes in learning, (2) successful learners demonstrated insightful self-knowledge in using meta-cognitive strategies, and (3) learners’ external support systems were fundamental to their ability to continue to learn when absences occurred. The study’s findings corroborate other recent research that similarly stresses the complexity and interrelated nature of the adult learning process. |
| first_indexed | 2024-12-19T08:10:59Z |
| format | Article |
| id | doaj.art-9dbeb8378a0a4d70b40e4237e3a67672 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-19T08:10:59Z |
| publishDate | 2009-06-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-9dbeb8378a0a4d70b40e4237e3a676722022-12-21T20:29:37ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312009-06-0110310.19173/irrodl.v10i3.630Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online StudyDianne Conrad0Athabasca UniversityAdult learners value the flexibility and convenience offered to them as online learners, and many learners are required to absent themselves from their online classes during courses in order to accommodate demanding schedules. What factors and tensions contribute to learners’ decision-making at these times? This qualitative study considered the planned absences of learners engaged in an online graduate course at a large university. Working within the framework provided by cognitive, instructional, and social presences, findings showed the following: (1) learners understood and accommodated the relationship and importance of the affective domain to their cognitive successes in learning, (2) successful learners demonstrated insightful self-knowledge in using meta-cognitive strategies, and (3) learners’ external support systems were fundamental to their ability to continue to learn when absences occurred. The study’s findings corroborate other recent research that similarly stresses the complexity and interrelated nature of the adult learning process.http://www.irrodl.org/index.php/irrodl/article/view/630online learningpedagogysocial presencecognitive presence |
| spellingShingle | Dianne Conrad Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study International Review of Research in Open and Distributed Learning online learning pedagogy social presence cognitive presence |
| title | Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study |
| title_full | Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study |
| title_fullStr | Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study |
| title_full_unstemmed | Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study |
| title_short | Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study |
| title_sort | cognitive instructional and social presence as factors in learners negotiation of planned absences from online study |
| topic | online learning pedagogy social presence cognitive presence |
| url | http://www.irrodl.org/index.php/irrodl/article/view/630 |
| work_keys_str_mv | AT dianneconrad cognitiveinstructionalandsocialpresenceasfactorsinlearnersnegotiationofplannedabsencesfromonlinestudy |