Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Abstract

This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

The use of the community of inquiry survey in blended learning pedagogy for a clinical skill‐based module

“…The students noted in the survey that they disagreed strongly with the use of an online platform for social interaction, possibly due to their preference for physical presence of their nursing tutors for learning. (Pool et al, 2017). Therefore, it is crucial that students are given sufficient guidance and time to navigate the online platform in the beginning of the module to familiarise themselves with the features and be comfortable with interacting with other students on the platform.…”

Online Learning: Practices, Perceptions, and Technology

“…The ANOVA revealed that the difference in mean score was statistically significant between undergraduate and graduate students for each of the three dimensions of the CoI framework. Given that online learning requires higher levels of self-regulation than in-person courses (Pool, Reitsma, & van den Berg, 2017), graduate students may have sophisticated learning skills to address any barriers and the independence to confront feelings of isolation often experienced in online learning environments (Clark, Strudler, & Grove, 2015;Tsai, 2007). Since undergraduate students may not have sufficient social support and subsequent difficulty dealing with stress (Ickes, Brown, Reeves, & Martin, 2015), and maturity for post-secondary education in general, it is not surprising that undergraduate students' may not be ready for a foyer into the independence and rigour called for in online post-secondary courses.…”

Stuck in the blend: Challenges faced by students enrolled in blended programs of Masters in Health Professions Education

“…Participants underwent individual, semi-structured audio-recorded, telephonic interviews. Two sets of six open-ended questions, each for students and facilitators, were designed on the basis of Revised Garrison Community of Inquiry framework, which has been developed as a means to investigate effective online and blended learning environments in higher education 8. After pilot testing, the participants were approached, and informed consent was taken.…”