
Martha Cleveland-InnesAthabasca University · Centre for Distance Education
Martha Cleveland-Innes
Doctor of Philosophy
About
90
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Introduction
Martha Cleveland-Innes currently works at the Centre for Distance Education, Athabasca University. Martha does research in Higher Education, Educational Technology and Educational Leadership. Their most recent publication is 'Online Coaching as Teacher Training:'.
Publications
Publications (90)
In the current discussion on the reformation of higher education for continuous lifelong learning, there are several reports on the importance of opening up higher education. As highlighted by lifelong and work-integrated learning this is one of the main challenges in the rapidly growing knowledge society, where the Corona pandemic has acted as a c...
Societal development in the 21st century has had an impact on competencies needed in working life. Such development includes a continuous professional development, and a lifelong learning process where higher education institutions are an essential partner. Contemporary lifelong learning has multiple purposes such as increased employability, organi...
In the current spring of Artificial Intelligence (AI), generative AI is purported to affect many areas, including higher education. To cope with this new situation there is a large-scale need for teacher professional development. The project FAITH (Frontline Application of AI and Technology-enhanced Learning for Transforming Higher Education) is a...
In the knowledge society today, there is a strong need for providing continuous lifelong learning opportunities. Recently, the Covid-19 pandemic has acted as a catalyst for technology enhanced learning, involving new challenges for higher education. The main focus for this study has been the ongoing reform of higher education for providing lifelong...
In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new forms for teaching and learning deployment. This ongoing transformation was formulated in a research question that has guided this study: 1) Which key th...
In the contemporary need for continuous upskilling and reskilling, higher education has an important role to play. While the traditional university programmes are designed for students in their early twenties our knowledge society has a demand for lifelong learning in a wider age span. This paper is a part of a Delphi study on the ongoing transform...
Originally the Delphi method was created as a systematic research process for establishing agreement and structured forecasts in groups of experts. The method is based around the idea that the agreed judgement from several experts is more accurate and valuable than the judgement from a single expert. In a traditional Delphi study, the selected expe...
Originally the Delphi method was created as a systematic research process for establishing agreement and structured forecasts in groups of experts. The method is based around the idea that the agreed judgement from several experts is more accurate and valuable than the judgement from a single expert. In a traditional Delphi study, the selected expe...
This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan’s seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are imp...
Faculty and instructional designers from Athabasca University created a Massive Open Online Course (MOOC) on Blended Learning Practice (BLP), delivered in partnership with the Commonwealth of Learning to provide open learning opportunities to educators primarily in the global south. The course design and delivery adapt the Community of Inquiry (CoI...
The Introduction to Technology Enabled Learning MOOC (TELMOOC), a massive open online course developed by the Commonwealth of Learning and Athabasca University, was offered a total of ten times between January 2017 and July 2021. The purpose of TELMOOC was to provide an accessible learning opportunity to teachers, particularly for those in the Glob...
The Community of Inquiry framework is used extensively to design and evaluate open and distance learning courses, including MOOCs. In the CoI model, at the intersection of the way we think and make sense of content (cognitive presence) and how we demonstrate, assess, and make our learning and unlearning visible (teaching presence) is the construct...
OER are considered a key component to meeting the United Nations Sustainable Development Goal 4 (Quality Education) as well as being foundational to meeting the other remaining sixteen goals. For several years, the Blended Learning Practice MOOC has been offered in a partnership between Athabasca University and the Commonwealth of Learning. The Glo...
Societal development in the 21st century has had an impact on competencies needed in working life. Such development includes a continuous professional development, and a lifelong learning process where higher education institutions are an essential partner. Contemporary lifelong learning has multiple purposes such as increased employability, organi...
This chapter presents a theoretical understanding of emotional presence in online learning. Research findings show that emotions have a crucial influence on successful online learning. The increasing rate of online courses, especially in higher education, makes us reconsider how necessary emotional presence is to participate in the learning process...
Collectively, CJLT Issue 2, 2021 brings together the results of research conducted in Europe, Latin America, and Canada. CJLT has supported the advancement of research on teaching and learning with digital technologies in Canada and around the world for many years and will continue to do so in the coming years. We hope that you will find in our jou...
As the COVID-19 pandemic slowly subsides, this journal, which focuses on learning and technology, is overwhelmed with article submissions. The education response to the health and safety requirements of the pandemic included the use of new technologies for learning in many education spaces and geographic places. Suffice to say that the interest in...
Can a new instructional approach influence lifelong learning and the development of competent lifelong learners? Blended and online learning provides a platform for learning that introduces technological affordance to enable learning. We seek to find an intersection between blended and online learning and lifelong learning through an instructional...
Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main c...
Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main c...
Universities exist as central players in the higher education reform movement. This chapter identifies types of shifts underway and upcoming student characteristics and needs. This occurs in a complex context of other changes, all leading to possible changes in education delivery and faculty role change. Adjustments to education delivery along with...
The Introduction to Technology-Enabled Learning (TEL)MOOC was intended to engage teachers worldwide who work in any level of education and are interested in technology-enabled learning and Open Educational Resources. This paper investigates the response by participants from post-secondary educational institutions to the content presented in week on...
The Guide to Blended Learning is an introduction using technology and distance education teaching strategies with traditional, face-to-face classroom activities. This Guide has been designed to assist teachers adopt blended learning strategies through a step-by-step approach taking constructivist and design-based approach and reflecting on decision...
Blended learning research and practice have been areas of growth for two decades in Canada, with over 95% of Canadian higher education institutions involved in some form of blended learning. Despite strong evidence based research and practice blended learning, for the most part, has remained at sidelined in Canadian universities. The article argues...
Using the Internet for educational purposes is now commonly accepted. More challenging is the realization of this potential, particularly in the K-12 education environment. According to the growing literature on this topic, using Internet technology during K-12 teacher training will provide more knowledge and skills for teachers wishing to use Inte...
Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skill...
Identifying, developing and grading soft skills, i.e., transversal cross-curricular competencies, in higher education requires the recognition of key qualities, the capacity to discriminate between these qualities and a mechanism to validly and reliability grade soft skill acquisition. This research proposes a technological infrastructure that ackn...
While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking, self-awar...
CJLT Special Issue Editorial | Éditorial du numéro spécial de la RCAT
Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination occ...
Appreciative Leadership is unique among leadership theories both past and present. This uniqueness includes its strength-based practice, search for the positive in people and organizations, and the role this plays in organizational innovation and transformation. What follows is a summary of Appreciative Inquiry and the five main principles on which...
This paper reports results from a case study of teaching development in engineering education at KTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question "what impact, if any, does participation in a blended course about teaching in blended face-to-face and online formats have on faculty views about teaching in eng...
This presentation reports initial findings from phase one of an applied meta-analysis of empirical quantitative studies based on the Community Inquiry (CoI) framework (Garrison, Anderson and Archer, 2000) and the Community of Inquiry instrument (Arbaugh et al., 2008). A research alliance comprised of Drs. M. Cleveland-Innes, D. R. Garrison, M. Kool...
The Community of Inquiry (CoI) model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence, and cognitive presence. The proposed panel and chapter will focus on how the CoI framework can be used to guide the design and implementation of online courses through the explicatio...
This study examines the use of mobile devices among online graduate students, and what effect, if any, this use has on emotional presence. We suggest that emotion exists as part of the online experience, just as it does in all human experience. The intensity of graduate study and the benefit of increased interaction through online communities may b...
Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an...
Research employing an experimental design pilot-tested two delivery platforms, WebCT ™ and vClass ™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects participa...
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 an online course access, and their interactions with instructors. In the following discussion, and following Cleveland et al (1) model, a comparison between the categories ‘student’s role adjust...
Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universitites provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be a...
p>In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself,...
There are comparatively few studies on one-to-one tutoring in online settings, even though it has been found to be an effective model. This paper explores student-student online coaching from the coach perspective. The empirical case is the project Math Coach, where K-12 students are coached by teacher students using instant messaging. This researc...
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Online learning offers the opportunity to examine and rethink the teaching and learning enterprise in education broadly. Online learning can be conceived of as the new distance education, where issues such as interaction and dialogue are introduced back into the distance education model. However, regardless of education delivery mode-face-to-face,...
Regardless of education delivery mode - face-to-face, online, distance, or some combination through blended learning - teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or faceto-face higher education. A principled approach t...
The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper. The CoI framework has been used extensively in the research and practice of online and blended learning contexts. With the development of a survey instrument based on the CoI framework, it is possible to test the hyp...
This paper integrates the emerging literatures of empirical research on the Community of Inquiry (CoI) framework and disciplinary effects in online teaching and learning by examining the disciplinary differences in perceptions of social, teaching, and cognitive presence of over 1500 students in seven disciplines at two U.S. institutions. Our result...
Within the last few decades, pervasive technology and significant social and economic development have forever changed our
society. Social and economic change has made it increasingly difficult for higher education to operate in insular ways; attention
to changing demographics, global economies, and new social mores is required (Keller 2008). The p...
Students experiencing an online educational community for the first time experience adjustment in the role of learner. Findings from a study of adjustment to online learning from the instructor’s point of view validate five main areas of adjustment identified in previous research: technology, instructor role, modes of interaction, self-identity and...
This study outlines the process of adjustment learners experience when first participating in an online environment. Findings from a pilot study of adjustment to online learning environments validate differences found in three presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses i...
The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in wide use to inform the practice of online and blended teaching and learning. For the CoI model to contin...
Learners experiencing an online educational community for the first time can explain the adjustment required for participation. Findings from a study of adjustment to online learning environments validate differences found in 3 presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses...
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive p...
Re-broadcast of an online presentation of original research on the topic: Emotion, Learning and the Online Learning Environment.
Re-broadcast of a presentation on original research entitled: Community of Inquiry Framework: Validation and instrument development.
This study examined the relationship between community cohesion and computer-mediated conferencing (CMC), as well as other variables potentially associated with the development of a learning community. Within the context of a graduate-level course in instructional design (a core course in the Masters of Distance Education program at Athabasca Unive...
This article examines work related to the development and validation of a measurement tool for the Community of Inquiry (CoI) framework in online settings. The framework consists of three elements: social presence, teaching presence and cognitive presence, each of which is integral to the instrument. The 34 item instrument, and thus framework, was...
This study outlines the process of adjustment learners experience when first participating in an online environment. Findings from a pilot study of adjustment to online learning environments validate differences found in three presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses i...
Transcript analysis is an important methodology to study asynchronous online educational discourse. The purpose of this study is to revisit reliability and validity issues associated with transcript analysis. The goal is to provide researchers with guidance in coding transcripts. For validity reasons, it is suggested that the first step is to selec...
The purpose of this study was to investigate what influences employees' acceptance and resistance to a corporate e-learning initiative provided by a large retail chain. The research used a survey design to gather interview and survey data to examine the factors affecting learner interest in, and resistance to, training and e-learning. The results p...
Athabasca University - Canada's Open University (AU) made the commitment to put all of its courses online as part of its Strategic University Plan. In pursuit of this goal, AU participated in the eduSource project, a pan-Canadian effort to build the infrastructure for an interoperable network of learning object repositories. AU acted as a leader in...
This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction a...
The publisher of IRRODL, The Canadian Institute of Distance Education Research (CIDER), is pleased to link here to a series of eight online seminars that took place over Spring 2005, using Elluminate live e-learning and collaborative solutions. These interactive CIDER Sessions disseminate research emanating from Canada's vibrant DE research communi...
The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual v...
The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this research and identify the core elements and conditions associated with role adjustment to online learning (Garrison, Anderson and Arch...
This paper reports findings from a pilot study of adjustment to the role of online learner in online learning environments. Using pre-and post-questionnaires, students enrolled in entry-level courses in two different graduate degree programs at Athabasca University, Canada, were asked to assess their adjustment to online learning. Responses were an...
In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate Iearner-centeredness will provide the framework for prepa...
Reviews a collaborative process established at the University of Calgary in the earliest stages of strategic planning and maintained throughout undergraduate curriculum redesign and implementation. Offers some lessons learned by the change agents operating within a reluctant environment, including: start with serious self-reflection, understand the...
A study of 233 nontraditional-age and 92 traditional-age university students investigated the utility of Vincent Tinto's model of student attrition for age-related sensitivity. Student variables considered include demographic, individual, educational, academic integration, social integration, and commitment factors. Results suggest the model fits d...
This article reports findings from a study exploring the generativity (Gibbons, Nelson, & Richards, 2000; Parrish, 2004) and discoverability (Friesen, 2001) of learning objects in the hands of the learner. Through the convergence of two separate pilot projects—the Canadian EduSource initiative through Athabasca University, and the researchers' ongo...