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Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities

Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities

Dodzi J.-A. Amemado
Copyright: © 2013 |Pages: 27
ISBN13: 9781466621107|ISBN10: 1466621109|EISBN13: 9781466621114
DOI: 10.4018/978-1-4666-2110-7.ch020
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MLA

Amemado, Dodzi J.-A. "Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities." Educational Communities of Inquiry: Theoretical Framework, Research and Practice, edited by Zehra Akyol and D. Randy Garrison, IGI Global, 2013, pp. 401-427. https://doi.org/10.4018/978-1-4666-2110-7.ch020

APA

Amemado, D. J. (2013). Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities. In Z. Akyol & D. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 401-427). IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch020

Chicago

Amemado, Dodzi J.-A. "Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities." In Educational Communities of Inquiry: Theoretical Framework, Research and Practice, edited by Zehra Akyol and D. Randy Garrison, 401-427. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2110-7.ch020

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Abstract

This research was undertaken in fifteen Canadian universities, using interviews of higher education teaching center managers and IT specialists, all of them having university-teaching backgrounds. The study concerned the ramifications to teaching requirements as university education shifts into the digital era. The research was predicated upon the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000). In the light of this theoretical framework, the results demonstrated the importance of the elements of the framework: teaching presence, cognitive presence, and social presence. Interestingly, in the responses collected, the frequency of some indicators over others, such as information exchange, discussion, and collaboration, led to the conclusion that some categories, such as group cohesion, should be given a greater consideration in the CoI framework and, therefore, should be given more weight toward the pedagogical requirements for online/blended teaching and learning.

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