Defining the Role Adjustment Profile of Learners and Instructors Online

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Journal of Asynchronous Learning Networks vol. 17, no. 1 (Jan 2013), p. 73-87
1. Verfasser:	Burkle, Martha
Weitere Verfasser:	Cleveland-Innes, Martha
Veröffentlicht:	Sloan Consortium
Schlagworte:	Canada Canada (Calgary) 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
Online-Zugang:	Citation/Abstract Full text outside of ProQuest
Tags:	Tag hinzufügen Keine Tags, Fügen Sie das erste Tag hinzu!

Beschreibung
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 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.)
ISSN:	1939-5256
Quelle:	ERIC