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Pedagogy as Presence: How Teachers can Support Consistent Outcomes in Blended Spaces
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, The Alina Group, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The Community of Inquiry (CoI) (Garrison, 2011) framework considers a student’s educational experience as a combination of social, cognitive, and teacher interactions. Working with a large data set (n = 1,926) collected over three years (2011-2014) in 13 undergraduate, blended classrooms at a prominent Canadian university, this study examined how student perceptions of these interactions (with peers, course content, and instructors) related to grades. Using data modelling techniques, results showed a significant, and direct (path coefficient of 0.16, p<0.001) relationship between presence and grade, with results on the presence interrelationship [teacher → social (0.23, p < 0.001), and social → cognitive (0.45, p < 0.001)] highlighting the role of teacher presence in promoting achievement. Results suggest that looking at pedagogy through a lens of presence could positively impact the student experience.

Citation

Sengara, M. (2017). Pedagogy as Presence: How Teachers can Support Consistent Outcomes in Blended Spaces. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1801-1808). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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