English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Open

Presents the pdf analysis as premium feature

PDF Analysis

Insights

Presents the summarisation as premium feature

Summarisation

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

As 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 Cegep de la Gaspesie et des Iles 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 difference between students’ perceptions of the teaching, cognitive and learner presences. Additionally, students’ comments provide rich qualitative data that explain the quantitative results obtained.

Différences dans les perceptions des étudiants à l'égard de la communauté d'enquête dans un mode de prestation synchrone mixte