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...

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Autor principal:	Dianne Conrad
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	online learning pedagogy social presence cognitive presence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9dbeb8378a0a4d70b40e4237e3a67672
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spelling	oai:doaj.org-article:9dbeb8378a0a4d70b40e4237e3a676722021-12-02T16:59:50ZCognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study10.19173/irrodl.v10i3.6301492-3831https://doaj.org/article/9dbeb8378a0a4d70b40e4237e3a676722009-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/630https://doaj.org/toc/1492-3831Adult 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.Dianne ConradAthabasca University Pressarticleonline learningpedagogysocial presencecognitive presenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 3 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning pedagogy social presence cognitive presence Special aspects of education LC8-6691
spellingShingle	online learning pedagogy social presence cognitive presence Special aspects of education LC8-6691 Dianne Conrad Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study
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.
format	article
author	Dianne Conrad
author_facet	Dianne Conrad
author_sort	Dianne Conrad
title	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_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_sort	cognitive, instructional, and social presence as factors in learners’ negotiation of planned absences from online study
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/9dbeb8378a0a4d70b40e4237e3a67672
work_keys_str_mv	AT dianneconrad cognitiveinstructionalandsocialpresenceasfactorsinlearnersnegotiationofplannedabsencesfromonlinestudy
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Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study

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