Moving Towards Engaging Online Pedagogical Communication: From Distance to Presence

Abstract

Socio-pedagogical communication is a crucial mechanism that holds a central place in teaching situations, particularly in distance learning. This trending form of teaching remains a vast field of research that must address real constraints. The distinctive feature of pedagogical communication intersecting with digital media is to shape the destiny of distance learning and counter the risk of dropout. Faced with new dimensions of the problem posed by distance and therefore absence, all current pedagogical mobilizations embrace the socio-affective aspect as an entry point to build a pedagogical presence. It is evident that a prominent social presence in distance learning promotes inclusive education. The reflections conducted by Daniel Peraya (2011), extending Geneviève's initial questioning (1993), emphasize the importance of the relational dimension in any online training system, as illustrated by works published in the journal 'Distances & Savoirs'. Thus, the notion of 'distance-absence', often perceived as a barrier, is gradually giving way to that of 'proximity-presence' (Jézégou, 2014). This transition invites us to examine the conditions for effective distance learning, particularly from the perspective of presence (Lafleur, 2017). Finally, the socio-affective function, which can be called 'online connivance', plays a key role in building pedagogical presence: a semio-didactic approach developed by Guichon (2017). How can the relationship between 'distance-absence' transform into a dynamic of 'proximity-presence' in distance learning systems? How does the consideration of the socio-affective aspect, particularly through the concept of 'pedagogical presence', contribute to reducing the risk of dropout? To what extent does online 'connivance', as described by Guichon (2017), constitute a determining lever for maintaining a significant educational relationship despite geographical distance?"