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Student Perspectives on Blended Learning Through the Lens of Social, Teaching, and Cognitive Presence
| Content Provider | Scilit |
|---|---|
| Copyright Year | 2013 |
| Description | This exploratory study focused on understanding the role of social, teaching, and cognitive presence in students' perspectives on blended learning effectiveness. The concept of presence has emerged as a promising avenue for understanding how blended environments can support communities of inquiry (Garrison & Vaughan, 2008). However, most of this research has been conducted in fully online, rather than blended, settings. How is presence connected to students' learning experiences across classroom and distributed learning formats? Implications for pedagogy emerging from the role of presence in students' learning experiences potentially form a foundation for further investigation into blended learning outcomes, as well as provide direction for leadership efforts toward systemic postsecondary educational change. Book Name: Blended Learning |
| Related Links | https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315880310-17&type=chapterpdf |
| Ending Page | 125 |
| Page Count | 11 |
| Starting Page | 115 |
| DOI | 10.4324/9781315880310-17 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2013-11-07 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Blended Learning Education Research Teaching Students Blended Learning Learning Experiences Social Cognitive Presence |
| Content Type | Text |
| Resource Type | Chapter |