UAS online student profiles and social, cognitive, and teaching presence in a coaching pedagogical model of synchronous collaborative online learning
Keywords:
synchronous collaborative online learning, social cognitive and teaching presence, student profiles, student experiences, university of applied sciences pedagogyAbstract
This article discusses the online pedagogical practices that support teachers and students to promote webinar learning for different groups of online students in the presences of the Community of Inquiry. It answers the following questions: (1) How do Social, Cognitive, and Teaching Presence support synchronous collaborative online learning and coaching pedagogy? (2) How do student groups with different profiles perceive their learning best in a webinar? The data for the quantitative study were collected from online degree students (n=94) at the University of Applied Sciences through an online survey in March–April 2020. The data were analyzed using principal component analysis and cluster analysis. Results of the study showed that the coaching pedagogical approach in webinars expressed Teaching Presence as a joint activity between the student and the teacher. In webinar learning, Social Presence is manifested as an interaction between the student, peers, teacher, and the learning material. Results show that learning materials and learning assignments are produced using the principles of flipped learning for webinars as a Cognitive Presence. This article shows that members of the diverse peer online-learning and active online-learning student groups realize a shared teaching presence as interaction and collaborative peer learning in coaching groups. Those in the independent online learners’ group study actively in a teacher-led manner. Flipped learning associated with webinars is a key finding of the study. Results show that all online learning profiles would prefer a pedagogical plan beforehand, a recording of the webinar, and flipped learning.
