CRiEDO researchers Adolfo Montalvo-García and David Rodríguez-Gómez, together with Santiago Ávila Vila, have published a new scientific article titled “Enhancing teaching presence in videoconferences: The impact of personalized webcam communication on effective pedagogical e-leadership”.
The study explores the role of teaching presence (TP) in online education – an element widely recognized as essential for learning, yet still underexplored in videoconferencing contexts. The aim of the research is to validate a framework that integrates different e-leadership strategies with personalized communication through webcams (PCW).
A sample of 592 master’s students in management programmes participated in the study. All participants were exposed to a pedagogical model consisting of three one-hour videoconferencing sessions per week. The study proposes that TP is defined through two key variables examined in this context – PCW and comprehensive e-leadership – based on three theoretical perspectives: situational, transformational, and socio-emotional.
An exploratory factor analysis identified a valid four-factor model of e-leadership, and structural equation modelling was used to examine the relationships between PCW and comprehensive e-leadership. In addition, a multigroup confirmatory factor analysis revealed significant differences between groups in the relationship between PCW-based teaching and situational e-leadership depending on students’ learning approaches (i.e., content acquisition, collaborative learning, and individual knowledge construction through activities).
The findings also show that younger students tend to assign higher value to comprehensive e-leadership, while female students report greater appreciation for socio-emotional and situational e-leadership. Overall, the resulting model provides practical guidance for improving teaching practices in videoconference-based learning environments.
You can read the article here.
