Cognitive, Instructional, and Social Presence as Factors in Learners' Negotiation of Planned Absences from Online Study

Autor/in	Conrad, Dianne
Titel	Cognitive, Instructional, and Social Presence as Factors in Learners' Negotiation of Planned Absences from Online Study
Quelle	In: International Review of Research in Open and Distance Learning, 10 (2009) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Adult Learning; Adult Students; Metacognition; Attendance; Decision Making; Distance Education; Graduate Study; Universities; Learning Processes; Educational Research; Foreign Countries + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Anwesenheit; Decision-making; Entscheidungsfindung; Distance study; Distance learning; Fernunterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; University; Universität; Learning process; Lernprozess; Bildungsforschung; Pädagogische Forschung; Ausland
Abstract	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 metacognitive 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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10