Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching
This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan's seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, so...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-12-01
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| Series: | Computers and Education Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557323000125 |
| _version_ | 1797799928564547584 |
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| author | Marcus Sundgren Jimmy Jaldemark Martha Cleveland-Innes |
| author_facet | Marcus Sundgren Jimmy Jaldemark Martha Cleveland-Innes |
| author_sort | Marcus Sundgren |
| collection | DOAJ |
| description | This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan's seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology-enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically. |
| first_indexed | 2024-03-13T04:27:24Z |
| format | Article |
| id | doaj.art-dee777b2d81a40d3a8aa0836facc4bb1 |
| institution | Directory Open Access Journal |
| issn | 2666-5573 |
| language | English |
| last_indexed | 2024-03-13T04:27:24Z |
| publishDate | 2023-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj.art-dee777b2d81a40d3a8aa0836facc4bb12023-06-20T04:20:56ZengElsevierComputers and Education Open2666-55732023-12-014100134Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teachingMarcus Sundgren0Jimmy Jaldemark1Martha Cleveland-Innes2Department of Education, Mid Sweden University, Holmgatan 10, Sundsvall 85170, Sweden; Corresponding author.Department of Education, Mid Sweden University, Holmgatan 10, Sundsvall 85170, SwedenDepartment of Education, Mid Sweden University, Holmgatan 10, Sundsvall 85170, Sweden; Centre for Interdisciplinary Studies, Athabasca University, CanadaThis work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan's seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology-enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.http://www.sciencedirect.com/science/article/pii/S2666557323000125Distance education and online learningLearning communitiesPedagogical issuesPost-secondary educationTeacher professional development |
| spellingShingle | Marcus Sundgren Jimmy Jaldemark Martha Cleveland-Innes Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching Computers and Education Open Distance education and online learning Learning communities Pedagogical issues Post-secondary education Teacher professional development |
| title | Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching |
| title_full | Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching |
| title_fullStr | Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching |
| title_full_unstemmed | Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching |
| title_short | Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching |
| title_sort | disciplinary differences and emotional presence in communities of inquiry teachers expressions of digital technology enabled teaching |
| topic | Distance education and online learning Learning communities Pedagogical issues Post-secondary education Teacher professional development |
| url | http://www.sciencedirect.com/science/article/pii/S2666557323000125 |
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