La presencia docente como determinante de la presencia cognitiva en un curso Blended Learning basado en la Comunidad de Indagación
DOI:
https://doi.org/10.32870/recibe.v12i1.292Keywords:
Blended Learning, Teaching Presence, Cognitive presence, Community of inquiryAbstract
This paper presents the results of the analysis of the influence of teaching presence on cognitive presence in a Blended Learning course. The Community of Inquiry model was used as a reference, which is a constructivist approach for the design of educational experiences that integrates three types of presence: teaching presence, social presence and cognitive presence. A Blended Learning course was designed for a subject at the Universidad Autónoma de Tamaulipas. The methodology employed included the validation and application of the Community of Inquiry scale to obtain the perception of the three presences in the course design, and a correlational analysis was performed to determine the influence of teaching presence (instructional design, discourse facilitation and direct instruction) on the perception of cognitive presence. The results show a strong relationship between teaching presence and cognitive presence (r=0.771, p=0.000), indicating a significant correlation. In addition, a significant relationship was found between elements of teaching presence and cognitive presence. These findings confirm the importance of careful and advance planning of the course is critical to ensure the success of the Community of Inquiry in the context of Blended Learning in higher education.References
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