Community model of online pedagogical inquiry and mediation: necessary perceptions

Abstract

This study analyzes the process of online pedagogical mediation in a Distance Education undergraduate Pedagogy course based on the students’ perception of the learning experience in a virtual learning environment (VLE). Online pedagogical mediation is understood in this study as an educational and communicational process that aims at collective and collaborative construction of knowledge involving multiple mediators (human and non-human). To analyze this process, the community of inquiry (CoI) theoretical model played a central role in our study, especially in the interaction between online pedagogical mediation and the elements that constitute this model, considered interdependent and crucial for a successful higher educational experience: teaching presence, social presence, and cognitive presence. Data was collected with a questionnaire survey, which allowed us to identify the student’s conception of online pedagogical mediation and to assess the perception on the development of the presences of the CoI model in the pedagogical mediation used in the course VLE. The results suggest that most students share the perception that online pedagogical mediation is related to the role played by teachers and tutors. Regarding student’s perception of the learning experience, the results show that they positively perceive the development of the presences of the model, while also suggesting aspects of the online pedagogical mediation process that can be improved, aiming at the constitution of a community of inquiry more focused and effective in the development of learning.