ESP educators in the post-pandemic e-environments: Teaching Presence and English for IT (original) (raw)
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Teaching Presence in Online EFL Courses: A Study of Community of Inquiry Model in Iranian Context
Language Testing in Focus: An International Journal, 2021
By the arrival of technology into the world and how it touches learning contexts, it seems of cardinal importance for educational centres to participate in a systematic study of making the optimal learning available for their future students. The present study examines the effect of the Community of Inquiry Model of Online Learning on EFL learners’ perceived learning and sense of community. The purpose was to figure out how teaching presence affected EFL learners’ perceptions of learning and sense of community in online EFL courses. Pertinent data were collected from EFL students and selected teachers. There were significant relationships between the teaching presence elements and students’ sense of community. It was discovered that there was a small but significant relationship between the students’ perceptions of learning and their sense of community. Directed facilitation and satisfaction with course length were both statistically significant in predicting a sense of community. A...
An extended community of inquiry framework supporting students in online and digital education
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 2024
In response to the COVID-19 pandemic, universities across the world were forced to move from a classroom-based delivery model to an online learning model which heavily disrupted the learning process for students. Despite proactive efforts for academic staff to embrace online teaching tools and techniques, the pressing urgency with which solutions were implemented raised concerns about the competence of academic staff to deliver online education effectively, the capabilities of digital tools and technologies required for different topics, and the quality of students’ learning experiences. Within a university postgraduate setting, this research adopts the Community of Inquiry (CoI) framework to explore the social presence, teaching presence, and cognitive presence as essential elements facilitating the educational experiences of 100 students within an online learning environment. The findings expand current literature by proposing a revised CoI framework, the Digital Community of Inquiry Framework, to highlight an additional need, that of ‘self-presence’.
The Level of Community of Inquiry (CoI) Presences in Online Classes among MSU BTESL Students
2021
Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al., 2010). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence, and eight items for cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students bein...
Frontiers in Psychology, 2022
In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello (UNAB) faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication (TOEIC) Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation within a language course in aspects related to autonomous learning and perceived learning outcomes. A mixed-methods approach was used. It included a survey applied to 1,642 eligible students of the English program. These quantitative data were complemented with students' comments and teacher interviews. After triangulating quantitative and qualitative data, teaching presence was clearly perceived to be a relevant aspect of the online experience in the studied courses. However, both students' and teachers' voices evidenced pervasive challenges and tensions that hinder the potentially transformative benefits that online learning is expected to bring about.
Internet and Higher Education
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson, Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element -learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.
2017
Social presence theory was the term fi rst proposed in 1976 to explain how telecommunications infl uence how people communicate (Short, Williams, & Christie, 1976). Short and colleagues (1976) defi ned social presence as the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium. This theory became particularly important for online educators trying to understand how people communicated in primarily text-based online courses during the 1990s (Lowenthal, 2009). In fact, social presence was identifi ed as one of the core elements of the Community of Inquiry (CoI) framework, a widely used guide for planning, developing, evaluating, and researching online learning (Boston et al., 2009; Garrison & Arbaugh, 2007; Kumar, Dawson, Black, Cavanaugh, & Sessums, 2011; Kumar & Ritzhaupt, 2014; Swan, Day, Bogle, & Matthews, 2014). The CoI framework is a dynamic process model of online learning based on the theory that effective learning re...
Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery
Online Learning, 2017
This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.
This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in academic success and persistence in higher education. Through a review of recent literature it is proposed that teaching presence–viewed as the core roles of the online instructor–is a promising mechanism for developing learning community in online environments. This investigation presents a multi-institutional study of 1067 students across 32 different colleges that further substantiates this claim. An instrument to assess instructor teaching presence (“The Teaching Presence Scale”) is presented and validated. Factor and regression analysis indicate a significant link between students' sense of learning community and effective instructional design and “directed facilitation” on the part of course instructors, and highlights interesting differences between online and classroom environments. Alternative hypotheses regarding student demographics associated with variables such as age (the “net generation” effect) and gender are also examined. Despite recent assertions that younger students are or soon will be too sophisticated to “feel at home” in largely text- based asynchronous learning environments, no significant effects were found by demographic differences examined. Recommendations for online course design, pedagogy, and future research are included.
International Journal of TESOL Studies
As a result of the COVID-19 pandemic lockdowns across the globe, many English Language Teaching (ELT) practitioners swiftly switched to teaching fully online. This paper explores students' perceptions of the durations and types of interactions in online synchronous lessons that focus on teaching technical oral presentation and report writing skills, as well as the benefits and challenges that students experience. The data were collected from a group of 18 Computing Engineering students who completed a post-course survey approximately 3 weeks after the course completion. The results of this study reinforce the importance of instructor, cognitive, and social presences in an online learning community. Despite the challenges that students may encounter in online lessons, students still find online education beneficial if instructors support students before, during, and after lessons, and are able to use technologies to effectively scaffold materials with adequate instructorstudent and student-student interactions to engage students in learning.