Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses
This research was undertaken using interviews, at fifteen Canadian universities, with Higher Education teaching centers managers and IT Specialists, both of them having a credible university-teaching background. The study was regarding the ramifications to teaching implications while university education shifts into the digital era. The research predicated upon the Community of Inquiry (CoI) Framework (Garrison, Anderson & Archer, 2000). In the light of this theoretical framework, the results showed the importance of the elements of the model: teaching presence, cognitive presence and social presence. Interestingly, in the responses collected, the frequency of some indicators over others, such as information exchange, discussion and collaboration, lead to the conclusion that some categories should be given a greater consideration in the CoI model, and hence among the pedagogical requirements for online/hybrid teaching and learning as well. The category of Group Cohesion is an example of this finding.
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