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Fig. 2 | International Journal of STEM Education

Fig. 2

From: I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic

Fig. 2

The Community of Inquiry and Scaffolding. Each support and barrier influenced its designated presence/attribute and each presence/attribute ultimately led to a specific cognitive presence for instructors and students. ( +) indicate positive influences in each presence or attribute and (–) indicates negative influences. Scaffolding is represented as the glow around each support and barrier as it impacts both

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