STUDENT ROLE ADJUSTMENT IN ONLINE COMMUNITIES OF INQUIRY: MODEL AND INSTRUMENT VALIDATION

Authors

  • Randy Garrison
  • Martha Cleveland-Innes
  • Tak Fung

DOI:

https://doi.org/10.24059/olj.v8i2.1828

Keywords:

Role Adjustment, Community of Inquiry, Learning Effectiveness, Online Learning

Abstract

The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this research and identify the core elements and conditions associated with role adjustment to online learning (Garrison, Anderson and Archer, 2000). Through a factor analytic process it is shown that the instrument did reflect the theoretical model. It was also useful in refining the items for the questionnaire. The instrument is for use in future research designed to measure and understand student role adjustment in online learning.

References

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Cleveland-Innes, M., and D. R. Garrison. Becoming a Member of an Online Community: Role Identity Acquisition for Online Learners. Unpublished manuscript.

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Garrison, D. R., and M. Cleveland-Innes. 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, eds J. Bourne and J. Moore, 29–38. Needham, MA: Sloan-C, forthcoming, 2004.

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Published

2019-03-19

Issue

Vol. 8 No. 2 (2004)

Section

Empirical Studies

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