| Title: |
Revised Community of Inquiry Framework: Examining Learning Presence in a Blended Mode of Delivery |
| Language: |
English |
| Authors: |
Pool, Jessica; Reitsma, Gerda; van den Berg, Dirk |
| Source: |
Online Learning. 2017 21(3):153-165. |
| Availability: |
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/ |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2017 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education |
| Descriptors: |
Communities of Practice; Inquiry; Qualitative Research; Content Analysis; Focus Groups; Blended Learning; Electronic Learning; Learning Processes; Self Management; Time Management; Social Media; Computer Mediated Communication; College Students; Preservice Teacher Education; Models; Foreign Countries; Semi Structured Interviews |
| Geographic Terms: |
South Africa |
| ISSN: |
2472-5749 |
| 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. |
| Abstractor: |
As Provided |
| Number of References: |
32 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1154115 |
| Database: |
ERIC |