Differences in Students' Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode

Autor/inn/en	Laforune, Anne-Marie; Lakhal, Sawsen
Titel	Differences in Students' Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode
Quelle	In: Canadian Journal of Learning and Technology, 45 (2019) 3, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Teaching Methods; Postsecondary Education; Educational Technology; Technology Uses in Education; Distance Education; Blended Learning; Synchronous Communication; Student Attitudes; Interpersonal Relationship; College Students; Teacher Student Relationship; Foreign Countries; Nursing Education; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Post-secondary education; Tertiäre Bildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Pflegepädagogik; Kanada
Abstract	As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la Gaspésie et des Îles over the winter 2017 semester. Using the Community of Inquiry framework and questionnaire elaborated by Garrison et al. (2000) and later revised by Shea and Bidjerano (2010), face-to-face (n=20) and at-a-distance (n=25) students' perceptions of the four Community of Inquiry presences (teaching, social, cognitive, and learner) were measured and compared. Results of the overall presences comparison reveal that face-to-face participants perceived a stronger teaching presence than students attending from a satellite site, while the distinctive elements of each presence reveal significant differences between students' perceptions of the teaching, cognitive, and learner presences. Additionally, students' comments provide rich qualitative data that explain the quantitative results obtained. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01