Transforming Pedagogy in Uncertain Times: Blended Learning in a First-Year University Context

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Author(s): Sylvia Robertson (University of Otago, New Zealand)
Copyright: 2023
Pages: 28
Source title: Emerging Trends and Historical Perspectives Surrounding Digital Transformation in Education: Achieving Open and Blended Learning Environments
Source Author(s)/Editor(s): Nikleia Eteokleous (Frederick University, Cyprus), Despo Ktoridou (University of Nicosia, Cyprus)and Antonios Kafa (Open University of Cyprus, Cyprus)
DOI: 10.4018/978-1-6684-4423-8.ch001

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

This chapter reports on a study carried out in a New Zealand university during 2021. The study investigated the perceptions of first-year tertiary students as they adapted from an in-person context to a blended learning format as a result of pandemic restrictions. The study used the community of inquiry model (CoI) as a framework seeking to explore the teaching, cognitive, and social presences in the blended format. The CoI instrument was adapted to survey the students, and semi-structured interviews were conducted to explore the findings. Findings indicate the students had positive perceptions of the blended format, and there is support for the presence of a community of inquiry in a blended context. There are implications for universities post-pandemic in terms of student satisfaction, teacher workload, and teacher professional development.

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Transforming Pedagogy in Uncertain Times: Blended Learning in a First-Year University Context

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