Abstract:

The Pedagogical Variation Model (PVM, Rogers 2013) was created underpinned by the assumption that online teachers exhibit certain qualities, e.g. knowledge of online learning technologies, expertise in using computer-mediated communication skills, creative problem-solving, socializing, and online sharing and collaborating with others. The PVM considers how online teaching and online learning attributes are revealed in pedagogical conceptual frameworks, found in both traditional face-to-face and 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), this represents the Part A of the PVM evaluation questionnaire.

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 research paper is based on the evaluation of the PVM by pre-service teacher students from Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), participating in Part A of the PVM evaluation questionnaire during two different times: pre-pandemic and during pandemic. In the pre-pandemic times (until 2019) the classes were face-to-face. During pandemic times (from 2020) classes are being conducted remotely for the pre-service teacher undergraduates in the Natural Sciences, Biology and Chemistry at the IFRS, by synchronous and asynchronous meetings. Nowadays, there is the perspective to choose the hybrid education for the next semester.

In a previous paper (ICERI 2020), we presented the results of face-to-face student classes applying the online Pedagogical Variation Model (PVM, Rogers 2013) evaluation questionnaire. In another previous paper (INTED 2021), we presented some perceptions about their experiences in the remote (synchronous and asynchronous) classes from the perspective of the PVM.

Continuing our collaborative research, in this paper, we compare the perceptions about students’ experiences in the remote classes (INTED 2021) with the perceptions about students’ experiences in the face-to-face classes (ICERI 2020) from the perspective of the Part A of the online Pedagogical Variation Model (PVM, Rogers 2013) evaluation questionnaire.

From the results of this research paper, we intend to demonstrate that by evaluating the PVM invaluable insights may be gained for effective strategies in the reduction of attrition (drop-out) rates, thereby increasing retention rates in online, face-to-face and in hybrid learning and teaching.

Keywords:

Online learning, remote class, face-to-face, hybrid class, pedagogical variation model, attrition rates, retention rates, pedagogical leadership, pandemic times.