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The study was conducted in a nursing program at Cégep de la Gaspésie et des Îles during the winter 2017 semester, using the Community of Inquiry framework and the Garrison et al. questionnaire revised by Shea and Bidjerano. Results show face-to-face students reported stronger teaching presence, while teaching, cognitive, and learner perceptions differed significantly. 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Significant differences are also reported in students’ perceptions of teaching, cognitive, and learner presences, supported by qualitative comments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598176,1792166880,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 45(3) | Fall/Automne 2019 |\n| --- | --- |\n\nDifferences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode  \nDifférences dans les perceptions des étudiants à l'égard de la communauté d'enquête dans un mode de prestation synchrone mixte  \nAnne-Marie Laforune, Cégep de la Gaspésie et des Îles Sawsen Lakhal, Université de Sherbrooke  \nAbstract  \nAs more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la Gaspésie et des Îles over the winter 2017 semester. Using the Community of Inquiry framework and questionnaire elaborated by Garrison et al. (2000) and later revised by Shea and Bidjerano (2010), face-to-face (n=20) and at-a-distance (n=25) students’ perceptions of the four Community of Inquiry presences (teaching, social, cognitive, and learner) were measured and compared. Results of the overall presences comparison reveal that face-to-face participants perceived a stronger teaching presence than students attending from a satellite site, while the distinctive elements of each presence reveal significant differences between students’ perceptions of the teaching, cognitive, and learner presences. Additionally, students’ comments provide rich qualitative data that explain the quantitative results obtained.  \nRésumé  \nAlors que de plus en plus d'établissements postsecondaires se tournent vers des modes de prestation de cours à distance pour répondre aux besoins émergents de la population étudiante, nous devons encore déterminer si les étudiants inscrits à des cours à distance et ceux à des coursen présence bénéficient d’apprentissages équivalents. Une recherche a été menée dans le programme de soins infirmiers enseigné en mode mixte au Cégep de la Gaspésie et des Îles au cours du semestre d'hiver 2017. En utilisant le cadre et le questionnaire de la communauté  \nCJLT/RCAT 45(3)  \nd'enquête élaborés par Garrison et al. (2000) et plus tard révisé par Shea et Bidjerano (2010), les perceptions des étudiants en présence (n = 20) et celles des étudiants à distance (n = 25) sur les quatre présences de la communauté d'enquête (enseignement, social, cognitifs et apprenants) ont été mesurées et comparées. Les résultats de la comparaison globale des présences révèlent que les participants en présence ont perçu une présence enseignante plus forte que les étudiants à distance sur un site satellite, tandis que les éléments distinctifs de chaque présence révèlent des différencessignificatives entre les perceptions des étudiants sur les présences enseignante, cognitive et apprenante. De plus, les commentaires des étudiants fournissent des données qualitatives riches qui expliquent les résultats quantitatifs obtenus.  \nIntroduction  \nIn the province of Québec, Canada, a significant drop in student numbers in the college network was predicted over the 2011-2020 period (for a total of 26,500 students, a decrease of about 16% compared to the fall 2011 semester) . Yet a 2011 study expects 1.4 million jobs to be vacant by 2021 due to economic growth (20%) and retirement (80%), while the unemployment rate will be at the lowest it’s been since 1976, at 5.3%(Grenier & Centre d’étude sur l’emploi et la technologie, 2011) . A 2014 report was produced as per the request of the Québec Minister of Higher Education to identify the measures that should be taken to enable the college system to continue to offer accessible and diversified training in all regions of Québec; online and blended courses were presented in the report as an important avenue (Demers, 2014) .  \nIn remote areas such as the Gaspésie peninsula in the province of Québec, institutions like the Cégep 1 de la Gaspésie et ","cbCaimbF9NwwIULb","https://ap.wps.com/l/cbCaimbF9NwwIULb","pdf",804022,"English","# Abstract\n# Résumé\n# Introduction","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study investigates whether students attending distance and face-to-face components in a blended synchronous delivery mode have access to equal learning opportunities, measured through perceptions of the Community of Inquiry presences.\"},{\"question\":\"What framework and instrument are used?\",\"answer\":\"The Community of Inquiry framework is used, along with a questionnaire originally elaborated by Garrison et al. (2000) and later revised by Shea and Bidjerano (2010).\"},{\"question\":\"What key results are reported?\",\"answer\":\"Overall comparisons indicate face-to-face participants perceived a stronger teaching presence than distance students at a satellite site. Significant differences are also reported in students’ perceptions of teaching, cognitive, and learner presences, supported by qualitative comments.\"}]","Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode | PDF",1792086434,48]