Defining the role adjustment profile of learners and instructors online

Authors

  • Martha Burkle NSERC/iCore Research Chair Associate Centre for Distance Education Instructor Athabasca University Defining the competency profile of learners and instructors online
  • Marti Cleveland-Innes Dr. Martha Cleveland-Innes Athabasca University Professor and Chair Centre for Distance Education Athabasca University

DOI:

https://doi.org/10.24059/olj.v17i1.321

Keywords:

online learning, e-readiness, learner competencies

Abstract

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 an online course access, and their interactions with instructors. In the following discussion, and following Cleveland et al (1) model, a comparison between the categories ‘student’s role adjustment’ and ‘instructors’ role’ is presented.

Author Biographies

Martha Burkle, NSERC/iCore Research Chair Associate Centre for Distance Education Instructor Athabasca University Defining the competency profile of learners and instructors online

Martha Burkle holds a PhD on Technology Policies and Higher Education from the University of Sussex in the United Kingdom. She currently works as a Research Associate for the NSERC/iCORE Research Chair on Adaptivity and Personalization in Informatics Project, and as an Instructor for the Centre of Distance Education at Athabasca University. Her work has been published in numerous international journals, including the Harvard Journal of Computers and Healthcare and the Emerald Journal of Education and Training. She was awarded the prestigious Ford-McArthur scholarship for her PhD thesis in 2002. Dr. Burkle is the Associate Editor of the Canadian Journal of Learning Technologies (CJLT) and serves as an editorial board member of a number of journals, including the International Review of Research in Open and Distance Learning, the Journal of Educational Technology & Society, and the University & Knowledge Society Journal. An active member of the Calgary Centre of Innovation (http://www.thecis.ca/), and a Research Fellow for Athabasca’s TEKRI Institute (https://tekri.athabascau.ca/), she pioneered the analysis of the impact of technologies for learning in the development world.

Marti Cleveland-Innes, Dr. Martha Cleveland-Innes Athabasca University Professor and Chair Centre for Distance Education Athabasca University

Dr. M. Cleveland-Innes is Professor and Chair in the Center for Distance Education at Athabasca University in Alberta, Canada. She teaches Research Methods and Leadership in the graduate programs of this department. Martha has received awards for her work on the student experience in online environments and holds a major research grant through the Canadian Social Sciences and Humanities Research Council. In 2011 she received the Craig Cunningham Memorial Award for Teaching Excellence and in 2009 she received the President’s Award for Research and Scholarly Excellence from Athabasca University. She is currently Guest Professor of Education Media Technology at The Royal Institute of Technology in Stockholm, Sweden. Her work is well published in academic journals in North America and Europe. Current research interests are in the areas of leadership in open and distance higher education, online teaching and learning and the effects of emotion on learning.

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Published

2013-01-05

Issue

Vol. 17 No. 1 (2013)

Section

Student Perspectives

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