The Presence-Achievement Relationship: Designing for Equitable Student Outcomes in Blended Spaces

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-3 - Online Professional Development, Course Design, and Student Orientation

Abstract

This study sought to deconstruct the educational experience in a blended classroom (with both online and face-to-face instruction) in order to test for specific associations between elements of that experience and achievement (final course grade). The Community of Inquiry (CoI) (Garrison, 2011) framework considers a student’s educational experience as a combination of social, cognitive, and teacher interactions. Working with a large data set (n = 1,926) collected over three years (2011-2014) in 13 undergraduate, blended classrooms at a prominent Canadian university, this study examined how student perceptions of these interactions (with peers, course content, and instructors) related to grades.

Authors

• Michelle Sengara, York University

• Ronald D. Owston, York University