ESP educators in the post-pandemic e-environments: Teaching Presence and English for IT

9th International Scientific Conference Technics and Informatics in Education – TIE 2022 (2022) стр. 399-407

АУТОР(И): Lena Tica, Ivana Krsmanović

Download Full Pdf  

DOI: 10.46793/TIE22.399T

САЖЕТАК:

The Covid-19 pandemic fundamentally changed the educational landscape, since an almost immediate switch to online learning was the only way to keep education moving and bridge the physical distance between teacher and students. Technology has permeated every aspect of teaching to the extent where there is no going back to the “before the pandemic”, therefore, in the post-pandemic times, a number of higher education institutions has introduced a policy that hybrid mode of instruction has become a “new normal”. The instructor’s role in hybrid teaching appears vital, so educators must amalgamate the advantages of online instructions with the goals relevant to face-to-face teaching. Teaching Presence, as an overarching aspect of Community of Inquiry (CoI) that incorporates the course design, facilitation and organization, can significantly affect learning outcomes and course satisfaction. Within the CoI framework, the paper investigates students’ (n=83) assessment of Teaching Presence and satisfaction with the English for IT course. The study adopted an exploratory mixed-method research design and the data were collected through an online questionnaire. The findings of the research indicate that students highly rated the Teaching Presence in the course English for IT, and that there was a positive correlation between Teaching Presence and Satisfaction.

КЉУЧНЕ РЕЧИ: 

Community of Inquiry, Teaching Presence, English for Specific Purposes, Satisfaction, Tertiary Education

ЛИТЕРАТУРА:

  • [1] Krsmanovic, I. M. (2022). “Unmute, please!’’: Tertiary Lecturers’ Perceptions on Emergency Remote English Language Teaching During COVID-19 Pandemics. European Journal of Interactive Multimedia and Education, 3(2), e02211. https://doi.org/10.30935/ejimed/12272
  • [2] Hazaea, A. N., Ali-Bin Hady, W. R., & Toujani, M. M. (2021). Emergency Remote English Language Teaching in the Arab League Countries: Challenges and remedies, CALL-EJ, 22(1), 201-222.
  • [3] Krsmanović, I., Tica, L., Đorić, B., & Gojgić, N. (2022). Social Presence and Satisfaction in an ESP context during Emergency Remote English Language Teaching. CIET 2022 Conference Proceedings, 443-455.
  • [4] Dudley-Evans, T. (1998). Developments in English for Specific Purposes: a multi-disciplinary approach. Cambridge University Press.
  • [5] Gurley, L.E. (2018). Educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. Online Learning, 22(2), 197-220. doi:10.24059/olj.v22i2.125
  • [6] Garrison, D. R., Anderson, T, & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87-105.
  • [7] Swan, K. (2003). Learning effectiveness online: What the research tells us. Elements of Quality online education, Practice and Direction, 13-45.
  • [8] Tu, C. (2002). The measurement of Social Presence in an online learning environment. International Journal of e-learning, 34-45.
  • [9] Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7.
  • [10] Arbaugh, J.B. & Hwang, A. (2006). Does “teaching presence” exist in online MBA courses? The Internet and Higher Education, 9(1), 9-21.
  • [11] Anderson, T., Rourke, L., Garrison, D., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning, 5, 1-17.
  • [12] Shea, P., Swan, K., Lee, C. S., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: the role of teaching presence. Online learning, 9(4).
  • [13] Fiock, H. (2020). Designing a Community of Inquiry in Online Courses. International Review of Research in Open and Distance Learning 21(1), 134-152.
  • [14] Bernard, R.M. et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379-439.
  • [15] Thormund, V., Wambach, K., Connors, H. & Frey, B. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. American Journal of Distance Education, 16(3), 169-190.
  • [16] Khalid, N. M., & Quick, D. (2016). Teaching Presence influencing online students’ course satisfaction at an institution of higher
    education. International Education Studies, 9, 62-70.
  • [17] Akyol, Z., & Garrison, D. R. (2008). The development of a Community of Inquiry over time in an online course: understanding the progression and integration of social, cognitive and teaching presence. Online Learning, 12(3), 3-12.
  • [18] Kyei-Blankson, L., Ntuli, E. & Donelli, H. (2016). Establishing the importance of interaction and presence to student learning in online environments. World Journal of Educational Research, 3(1), 48-65.
  • [19] Diaz, L., & Miy, D. (2017). Developing the ora skills in online English courses framed by the Community of Inquiry. Profile Issues in Teachers’ Professional Development, 19(1), 73-88.
  • [20] Puranen, P., & Vurdien, R. (2020). Teaching and Social Presence in online foreign language teaching. CALL for widening participation: short papers from EUROCALL 2020, 286-290.
  • [21] Ghaemi, H. (2021). Teaching Presence in online EFL courses: a study of Community of Inquiry model in Iraninan context. Language Testing in Focus, 4, 13-17.
  • [22] Morales, R., Frenzel, M., & Bravo, P. (2022). Teaching Presence vs. Student perceived preparedness for testing in higher education online english courses during global pandemic? Challenges, tensions and opportunities. Frontiers in Psychology 13:891566.
  • [23] Naghdipour, B., & Manca, S. (2022). Teaching Presence in student’s WhatsApp groups: affordances for language learning. E-learning and Digital Media.
  • [24] Sen-akbulut, M., Umutlu, D., Oner, D., Arikan, S. (2022). Exploring university students’ learning experiences in the Covid-19 semester through the Community of Inquiry Framework. TOJDE 23(1), 1-18.
  • [25] Preisman, K. (2014). Teaching Presence in online education: from the instructor’s point-of-view. Journal of Asynchronous Learning Network, 18(3), 1-16.
  • [26] Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136.
  • [27] Yang, H., & Su, J. (2021). A Construct revalidation of the Community of Inquiry survey: empirical evidence for a general factor under a bifactor structure. International Review of Research in Open and Distributed Learning, 22(4), 22-40.
  • [28] So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: relationships and critical factors. Computers & Education 51, 318-336.
  • [29] Pritchett, K. M., Naile, T. L., Murphrey, T. P., & Reeves, L. F. (2014). Participant satisfaction related to Social Presence in agricultural conversations using Twitter: implications for agricultural communications. Journal of Applied Communications, 98(3), 32-47.
  • [30] Saadatmand M., Dublin, L., Hedberg, M., Kvarnstrom M. (2017). Examining learners’ interaction in an open online course through the Community of Inquiry framework. European Journal of Open, Distance and e-
    Learning, 20(1), 61-79.
  • [31] Caskurlu, S., Maeda, Y., Richardson, J M., & Lv, J.. (2020). A meta-analysis Addressing the Relationship between Teaching Presence and students’ satisfaction and learning. Computers and Education, 157, https://doi.org/10.1016/j.compedu.2020.103 966
  • [32] Krsmanović, I. (2022). Under pressure: How meta-educated are we? Building meta-skills for adult learners. EPALE, Under pressure: How meta-educated are we? | EPALE (europa.eu) Saadatmand M., Dublin, L., Hedberg, M., Kvarnstrom M. (2017). Examining learners’ interaction in an open online course through the Community of Inquiry framework. European Journal of Open, Distance and e- Learning, 20(1), 61-79.