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Examining the Trust Factor in Online Instructor-Led College Courses Shalin Hai-Jew, Ed.D. Kansas State University (KSU), Office of Mediated Education (OME) April 22, 2006, Seattle Association of American Colleges & Universities (AAC&U)
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Shalin Hai-Jew, Ed.D.
Kansas State University (KSU),
Office of Mediated Education (OME)
April 22, 2006, Seattle
Association of American Colleges & Universities (AAC&U)
“Learning and Technology: Implications for Liberal Education and the Disciplines”
Online learners “meet” for 10 weeks in an academic quarter in high-interactive instructor-led online college classrooms. They interact with each other as virtual peers (on virtual teams) through Web-based courseware. Andragogy and constructivism assume inter-relationships as bases for adult learning.
Often, human interactions online are asynchronous. Learners and instructors interact through a non-human technology through mostly text and occasionally graphics. There’s often no face-to-face time. There are no body language or tonal cues. The emotional affect tends to be flat. Emotions are conveyed through words and emoticons.
Define the roles of trust in the following online relationships:
Trust (trŭst) n. 1. Firm reliance on the integrity, ability, or character of a person or thing. 2. Custody; care. 3. Something committed into the care of another; charge. 4. a. The condition and resulting obligation of having confidence placed in one. B. One in which confidence is placed. 5. Reliance on something in the future; hope. 6. Reliance on the intention and ability of a purchaser to pay for in the future; credit.
Editing or screening
Lack of emotion (Harvey, 1983, as cited by Fairholm, 1994, p. 139)
Absence of faith in others(Mirowsky and Ross, 1983, as cited by Ross, Mirowsky & Pribesh, Aug. 2001, p. 568)
Not a necessarily negative valence (Lewicki, Mcallister, & Bies, 1998, p. 455)Factors that Lead to Mistrust
The virtual aspects of high-interactive, instructor-led online learning may impede or preclude the building of trust between individuals. Trust is a crucial social glue that allows people to take risks and to build learning, make changes, essential components of constructivism, which is said to guide the andragogy of online learning.
Reasons for Taking an Online Course
21% had had a quarter’s worth
13% had had two quarters of experience
8% had an academic year’s worth of experience
2% had four quarters worth
1% had five quarters worth of experience
2% had six quarters worth
2% had 7 quarters or more of prior experienceFamiliarity with Subject Matter of Analyzed WAOL Course
Q5: Is there a relationship between high-trust and the effectiveness of student online learning (as measured by the proxies of student retention/persistence, course grades, and student perceptions)?
Q5: Is there a relationship between high-trust and the effectiveness of student online learning (as measured by the proxies of student retention/persistence, course grades, and student perceptions)? (cont.)
Thanks to the Way, the Truth and the Life; Rodin Max; my dissertation chair Dr. Daisy Arredondo-Rucinski; committee members Dr. David Marshak and Dr. Mark Roddy; Connie Broughton and Mark Carbon of WAOL; Dr. Roberto Peña and Dr. John Jacob Gardiner, of Seattle University’s EDLR Program; George Fisher of Perennial Survey; John Backes, Dr. Ann Garnsey-Harter, and Jim James at Shoreline Community College, and the many students, instructors and administrators who contributed their insights to this research.