Defining the Role Adjustment Profile of Learners and Instructors Online

שמור ב:

מידע ביבליוגרפי
הוצא לאור ב:	Journal of Asynchronous Learning Networks vol. 17, no. 1 (Jan 2013), p. 73-87
מחבר ראשי:	Burkle, Martha
מחברים אחרים:	Cleveland-Innes, Martha
יצא לאור:	Sloan Consortium
נושאים:	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
גישה מקוונת:	Citation/Abstract Full text outside of ProQuest
תגים:	הוספת תג אין תגיות, היה/י הראשונ/ה לתייג את הרשומה!

תיאור
Resumen:	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
Fuente:	ERIC