Effect of the pedagogical relationship on cognitive engagement of university students in the context of online courses mixed
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The aim of this study is to examine how the pedagogical relationship influences the cognitive engagement of higher education students in blended online courses that combine teaching and learning activities in synchronous and asynchronous modes. Statistical analyses allow us to verify the impact of the pedagogical relationship on the dimensions of cognitive engagement, in particular the trusting relationship and the emotional support provided by the teacher. A trusting environment leads to collaborative interactions and behaviour, which in turn influences cognitive engagement.
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