Establishing social, cognitive and teacher presences during emergency remote teaching: Reflections of certified online instructors in the United Arab Emirates

Document Type

Article

Source of Publication

Contemporary Educational Technology

Publication Date

10-1-2021

Abstract

COVID-19 has forced many universities across the globe to implement emergency remote teaching as a preventative measure. Many faculty staff members were not adequately equipped with knowledge and skills of facilitating remote teaching. This made the establishment of social, cognitive and teacher presences difficult for them. The purpose of this study is to examine ways in which certified online instructors established social, cognitive and teacher presences during emergency remote teaching at a university in the United Arab Emirates. The study is guided by one critical question: How did certified online instructors establish social, cognitive and teacher presences in their online classes during the COVID-19 pandemic? The study adopted a qualitative case study within an interpretivist paradigm. Two certified online instructors were purposely selected to reflect on their experiences in establishing social, cognitive and teaching presences in their remote classes. It was found that students’ engagement, critical thinking and self-directed learning and continual engagement play an indispensable role in students’ remote learning. The study concludes that the establishment of the three components of a community of inquiry enhance students’ learning experiences and allow instructors to cater for the diverse learning needs of all students in an online community.

ISSN

1309-517X

Publisher

Bastas Publications

Volume

13

Issue

4

Disciplines

Education

Keywords

Cognitive presence, Emergency remote teaching, Online learning, Social presence, Teaching presence

Scopus ID

85111113910

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Bronze: This publication is openly available on the publisher’s website but without an open license

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