Synchronous sessions and artefacts collected to investigate how they supported the development of 21st century graduate attributes

The processed data is based on observations of two synchronous sessions, two qualitative semi-structured interviews post the observations, and artefacts collected from a module of each participant on the Learning Management System (LMS) of an higher education institution to investigate how seven lecturers supported the online development of 21st century graduate attributes. The lecturers had prior online lecturing experience as well as an activity-based pedagogical approach. The study investigated the design elements of teaching presence framed within the conceptual framework of certain constructs from the TPACK model within the revised community of inquiry model.