Presence Pedagogy as Framework for Research in Virtual Environments

Cheney, Amelia W.; Bronack, Stephen C.

doi:10.4018/jgcms.2011010106

Cited by 6 publications

(3 citation statements)

References 17 publications

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“…Research on online teaching and learning during the COVID pandemic highlighted the notion of avogogy previously described by Cheney and Bronack (2011) as a dimension of presence pedagogy. According to these authors avogogy describes the creation of formal structures and approaches to combine "presence-rich environments and appropriate online instructional facilitation toward supporting growth, development, and learning" (Cheney & Bronack, 2011:3 of 7).…”

Section: Perspectives From Covid-19-related Teaching and Learning Lit...mentioning

confidence: 95%

Flexible curriculum design for quantitative skills development: Building on the insights gained during COVID-19

Janse van Vuuren,

Muller,

Strydom

2023

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Before the COVID-19 pandemic, technology-enhanced learning and its relation to student engagement, and the necessity of good student-staff relationships for creating a successful education environment were evident. The COVID-19 pandemic forced higher education to adapt to a challenging technology-led learning environment that demanded, inter alia, high levels of flexibility and human-centredness. Valuable lessons were learned that highlighted new perspectives on curriculum design and delivery in a normalised, technology-driven environment. Against the background of COVID-19-related literature on teaching andlearning, the authors reflect on their insights regarding curriculum design and delivery of two quantitative skills modules during the COVID-19 pandemic, and its impact on further curriculum planning. The focus of the article is on the intentional flexibility built into curriculum offerings during 2020-2022. The study reviewed flexibility on three levels, namely student, facilitator (staff) and delivery levels, through a multi-method research methodology.Quantitative data related to the academic performance of 2 949 students enrolled for the two quantitative skills modules from 2020 to 2022. Qualitative data related to themes through thematic analysis of student and facilitator surveys, focusgroup discussions and semi-structured interviews. The improved student academic performance reported by the study could be attributed to, amongst other factors, 1) flexibility of the selected delivery option, 2) positive staff and student experiences and engagement, and 3) intentional inclusion of activities promoting student-staff relationships. The good academic results obtained during the pandemic led to important curriculum decisions for a normalised future for thesemodules, which will be built on flexibility and human-centredness. Among these decisions is to continue presenting the modules in an online environment, even though traditional face-to-face teaching options are available.

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Section: Perspectives From Covid-19-related Teaching and Learning Lit...mentioning

confidence: 95%

Flexible curriculum design for quantitative skills development: Building on the insights gained during COVID-19

Janse van Vuuren,

Muller,

Strydom

2023

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“…Notwithstanding the fact that the three presences are co-dependent, there seems to be a rationalisation for the development of social presence, that is the development of a community of learners before the enactment of teaching presence and cognitive presence. Cheney and Bronack ( 2011 ) suggested a focus on a ‘presence pedagogy’ when online, as this approach foregrounds social engagements of users but also facilitates the meaningful engineering of student-to-student-interactions while maximising collaboration. In other words, these researchers and others are purporting that social cohesion needs to exist before critical-cognitive engagement can occur (Alqurashi, 2019 ).…”

Section: Pedagogy Of Presencementioning

confidence: 99%

Identifying how classroom teachers develop presence online: breaking the fourth wall in online learning

2023

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This paper examines the invisible barrier that can challenge teachers when teaching online, called the fourth wall. Using a presence framework derived from the literature, we explored how experienced teachers manage the absence of visual cues and identify the pedagogical practices they adopted as a response. Data from semi-structured interviews with 22 teachers experienced in online teaching was analysed for individual presence, place presence, and co-presence. Results indicate seven different types of individual presence, four different types of place presence, and three different types of co-presence. Overall, findings show that teachers discussed developing students’ individual connections to the online lesson more often compared with developing co-presence (student-to-student engagement) with place presence being representative of the online learning space. Specific strategies that teachers used to support each presence are presented and implications are provided for how this affects the move to an increased use of blended and online learning in the schooling context.

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“…In relation to virtual worlds the term 'avagogy' has been also suggested as the virtual world presents a complete shift in how we approach teaching and learning. Cheney and Bronack (2011) suggested that "avagogy is the set of skills, dispositions, strategies, and styles instructors employ via their avatars" (p. 80). Savin-Baden (2011) purported that "developing pedagogies and learning spaces for Second Life requires a new kind of professional place making where we learn to create spaces for the mediation of learning, and for repositioning learning as a shared power between staff and students"(p. 77).…”

Section: Discussionmentioning

confidence: 99%