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Abstract

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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. (Contains 2 figures and 11 tables.)

Details

1007399
ERIC Subject
Student Role;
Teacher Role;
Online Courses;
Workshops;
Teacher Student Relationship;
Foreign Countries;
Models;
Electronic Learning;
Management Systems;
Student Adjustment;
Student Attitudes;
Course Evaluation;
Learning Processes;
Time Management;
Difficulty Level;
Blended Learning;
Online Surveys;
Focus Groups;
Interviews;
Likert Scales
Location
Canada; Canada (Calgary)
Identifier / keyword
Canada; Canada (Calgary); Student Instructional Report; Alberta (Calgary)
Education level
Higher Education
Title
Defining the Role Adjustment Profile of Learners and Instructors Online
Author
Burkle, Martha; Cleveland-Innes, Martha
Publication title
Journal of Asynchronous Learning Networks
Volume
17
Issue
1
Pages
73-87
Number of pages
15
Publication date
January 2013
Printer/Publisher
Sloan Consortium
P.O. Box 1238, Newburyport, MA 01950
http://sloanconsortium.org/publications/jaln_main
Publisher e-mail
[email protected]
ISSN
1939-5256
Source type
Scholarly Journal
Peer reviewed
Yes
Summary language
English
Language of publication
English
Document type
Article, Report
Number of references
43
Subfile
ERIC, Current Index to Journals in Education (CIJE)
Accession number
EJ1011383
ProQuest document ID
1509081992
Document URL
https://www.proquest.com/scholarly-journals/defining-role-adjustment-profile-learners/docview/1509081992/se-2?accountid=208611
Last updated
2024-03-08
Database
Education Research Index