Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework

Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners’ perceptions of what is missing from online learning and provide re...

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Autores principales:	Emma J. Stodel, Terrie Lynn Thompson, Colla J. MacDonald
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2006
Materias:	Online learning learners’ perspectives community of inquiry framework cognitive presence social presence teaching presence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a1c80eaad66e473cbd21f88edbefa688
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spelling	oai:doaj.org-article:a1c80eaad66e473cbd21f88edbefa6882021-12-02T19:25:29ZLearners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework10.19173/irrodl.v7i3.3251492-3831https://doaj.org/article/a1c80eaad66e473cbd21f88edbefa6882006-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/325https://doaj.org/toc/1492-3831Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners’ perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues’ (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings.Emma J. StodelTerrie Lynn ThompsonColla J. MacDonaldAthabasca University PressarticleOnline learninglearners’ perspectivescommunity of inquiry frameworkcognitive presencesocial presenceteaching presenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 7, Iss 3 (2006)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online learning learners’ perspectives community of inquiry framework cognitive presence social presence teaching presence Special aspects of education LC8-6691
spellingShingle	Online learning learners’ perspectives community of inquiry framework cognitive presence social presence teaching presence Special aspects of education LC8-6691 Emma J. Stodel Terrie Lynn Thompson Colla J. MacDonald Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
description	Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners’ perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues’ (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings.
format	article
author	Emma J. Stodel Terrie Lynn Thompson Colla J. MacDonald
author_facet	Emma J. Stodel Terrie Lynn Thompson Colla J. MacDonald
author_sort	Emma J. Stodel
title	Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
title_short	Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
title_full	Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
title_fullStr	Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
title_full_unstemmed	Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
title_sort	learners' perspectives on what is missing from online learning: interpretations through the community of inquiry framework
publisher	Athabasca University Press
publishDate	2006
url	https://doaj.org/article/a1c80eaad66e473cbd21f88edbefa688
work_keys_str_mv	AT emmajstodel learnersperspectivesonwhatismissingfromonlinelearninginterpretationsthroughthecommunityofinquiryframework AT terrielynnthompson learnersperspectivesonwhatismissingfromonlinelearninginterpretationsthroughthecommunityofinquiryframework AT collajmacdonald learnersperspectivesonwhatismissingfromonlinelearninginterpretationsthroughthecommunityofinquiryframework
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Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework

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