Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community

Abstract

With the continuous lockdown and staying home strategies of COVID-19, both instructors and learners have met with the presence challenges in language learning. To address the complex and dynamic relationships of different presences in blended learning during COVID-19, based on the Community of Inquiry framework, 215 Chinese English learners were obtained as samples for an empirical test. SPSS 23 and PROCESS for SPSS were utilized to examine the hypotheses. Results indicate that teaching presence (TP) has a significant direct positive impact on social presence (SP), sense of community (SoC), and cognitive presence (CP). SP has a significant positive impact on CP and partially mediates the relationship between TP and CP. SoC is also found to impact CP and partially mediates the relationship between TP and CP. The findings also validate the chain mediating role of SP and SoC between TP and CP. Pedagogical implications are discussed.

Formulación de un diseño de instrumentación didáctica en b-Learning para educación superior

“…Además, de acuerdo con Harb y Krish (2020), los resultados de aprendizaje de calidad también estimulan el pensamiento crítico. Por su parte Li (2022) afirma que la aplicación de la metodología b-Learning durante la pandemia por Covid-19 requiere que la presencia docente active la presencia cognitiva, no sólo para incentivar el sentido de comunidad, sino también para que estudiantes y profesores se comprometan en alcanzar las metas de aprendizaje.…”

Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

“…The mixed learning strategy, as opposed to the online or face-to-face models, increases student interest in the topic. Unlike fully online or conventional courses, BL fosters a profound feeling of community among students (Heilporn, Lakhal & Bélisle, 2021;Li, 2022). The advantages of BL from the standpoint of students are individualised learning paths, learnercentredness, increased motivation and engagement, Blended Learning: Pharmacy students' perspective Pharmacy Education 23(1) 269 -282 271 participation, self-paced learning, flexibility, improved learning outcomes, critical thinking abilities, peer support and collaboration, one-on-one tutoring, group tutoring, and feedback (Ashraf et al, 2022).…”