Abstract:

In these unprecedented, disruptive times of change, due to the uncertainties caused by the global coronavirus pandemic, that creates the necessity of social distancing, schools, colleges and universities are ever increasingly mindful of effective solutions to preserve their eminence in their academia,educational, social, physical and emotional expertise. Distance Learning (DL) may still be, for some, a means of delivering learning tools where Information, Communication Technology (ICT)is not readily available or too costly. However, where ICT is already currently available and extensively applied in Lifelong Learning environments i.e. from the cardle to the grave, there is a need, greater than ever before, to explore the merits of Models for online learning and teaching. This is exactly the focus of this research paper, as an example, in the evaluation of The Pedagogical Variation Model (PVM, Rogers 2013) to gain insight to effective strategies for the reduction of attrition (drop-out) rates, thereby increasing retention rates in online learning and teaching through the introduction of virtual classrooms. The PVM is graphically represented by three Matrices, based on a Boston (2 x 2) Matrix format, where four quadrants represent differing situations. One of these matrices, The e-moderating (teaching) aspect, based on a leadership paradigm, of the PVM is represented by the two variables:
(i) x-axis, varying degrees of transactional, task-giving and
(ii) y-axis, varying degrees of transformational, empowerment/motivation (i.e.Quadrants A,B,C and D).

Another matrix, the e-learning aspect of the PVM is represented by the two variables:
(i) x-axis, varying degrees of collaborative ability and
(ii) y-axis, varying degrees of knowledge construction capability (i.e.Quadrants E,F,G and H).

Then in the third instance the two previous matrices i.e. that of the e-moderating aspect and that of the e-learning aspect are ‘merged’ such that the corresponding quadrants illuminate a particular ‘teaching strategy’ matching a particular ‘learning preference’ (i.e. Quadrants AE,BF,CG and DH).
This collaborative study, compares the results of student classes from two different year groups, namely a sample from a 2018 year group and a sample from a 2019 year group applying the online Pedagogical Variation Model (PVM, Rogers 2013) evaluation questionnaire which is designed in two parts, namely Part A asking respondents what kind of student would prefer a particular teaching style exemplified in the quadrants (A,B,C and D)PVM matrix from an e-moderating aspect.These samples were pre-service teacher students from Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), participating in Part A of the evaluation questionnaire during separate year group classes regarding the implementation of ICT, for teaching and learning of Natural Sciences, namely Chemistry and Biology at IFRS in October 2018 and in October 2019, respectively. Both sample groups were taught by the same lecturer, namely, Associate Professor Aline Grunewald Nichele, a co-author of this research paper. The 2018 group had 17 students; the 2019 group had 9 students. The results, after applying Part A of the questionnaire for the 2018 sample group, were presented at Edulearn19. In this paper we will present the results after applying Part A of the PVM evaluation questionnaire for the 2019 sample group,so as to be able to present a comparison.

Keywords:

Pedagogical Variation Model, collaboration, transactional and transformational leadership, pre-service teachers, constructivist, instructivist, virtual classroom.