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Juliet Aleta R. Villanueva; Petrea Redmond; Linda Galligan; Douglas Eacersall – Asia Pacific Education Review, 2024
This article reports on an exploratory case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences. The study examined blended learning interactions across three schools in the Philippine K-12 system to investigate the following: (1)…
Descriptors: Blended Learning, Foreign Countries, Communities of Practice, Inquiry
Marcia Håkansson Lindqvist; Peter Mozelius; Jimmy Jaldemark – Discover Education, 2024
In the contemporary digitalised knowledge society, work-integrated professional development is an important and continuous activity. Continuous professional development should preferably be a hybrid format, where academia collaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professional…
Descriptors: Models, Professional Development, Communities of Practice, Higher Education
Sheriya Sareen; Sayantan Mandal – Canadian Journal of Learning and Technology, 2024
The discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. While a few early advances argue for behaviourist…
Descriptors: Behaviorism, Constructivism (Learning), Blended Learning, Communities of Practice
Bridget Tombleson – Technology, Pedagogy and Education, 2024
The term transmedia learning is focused on how students learn in both formal and informal learning environments, across multiple platforms. This article identifies the literature on transmedia learning across the last decade and draws together a consistent definition. A conceptual model for transmedia learning is outlined and further advances a…
Descriptors: Higher Education, Blended Learning, Cooperative Learning, Learner Engagement
Mohamed Shameem Adam; Junainah Abd Hamid; Ali Khatibi; S. M. Ferdous Azam – Discover Education, 2025
Although the Community of Inquiry is a widely used instructional model for online and blended learning, there is a lack of comprehensive research on its effects on learner motivation. This study examines the relationship between CoI presences--teaching presence, social presence, and cognitive presence--and autonomous motivation in blended…
Descriptors: Communities of Practice, College Students, Psychological Needs, Personal Autonomy
John Kwame Eduafo Edumadze; Desmond Welsey Govender – Smart Learning Environments, 2024
While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by…
Descriptors: MOOCs, Educational Technology, In Person Learning, Blended Learning
Bin Yin; Chih-Hung Yuan – Asia Pacific Journal of Education, 2024
Blended learning is increasingly favoured by universities with different effects. The research on the impact of learning performance has become one of the important topics. In this paper, three kinds of presences of community of inquiry and self-efficacy are used to explore the influence mechanism of blended learning performance. Structural…
Descriptors: Blended Learning, Academic Achievement, Influences, Inquiry
Denise Johnson – ProQuest LLC, 2024
The purpose of this hermeneutic phenomenological study was to understand biblical worldview development of church members at Community Church. The theory guiding this study was Garrison et al.'s (2010) Community of Inquiry. The central research question for this study was: Using a blended online learning approach based on instructional design and…
Descriptors: Group Discussion, Churches, Communities of Practice, Blended Learning
Amber Victoria Stokes – ProQuest LLC, 2024
This study aimed to capture collective faculty experiences of adapting to teaching entirely or partially online during the three years of the COVID-19 pandemic. The literature suggests that emergency remote teaching (ERT) was only a temporary stopgap for higher education institutions and faculty to move instruction online early in the pandemic…
Descriptors: College Faculty, Teaching Experience, COVID-19, Pandemics
Shayna A. Minosky; Michael Wiechers; Leonardo Landaverde-Umana – Active Learning in Higher Education, 2024
Traditionally, education has been largely delivered in an in-person format; however, an increasing number of courses are being delivered entirely online or with a blend of online and in-person components. These formats differ along various dimensions, such as the quantity and quality of interpersonal interactions and connections, which will likely…
Descriptors: Course Organization, Student Attitudes, Classroom Environment, Teamwork
Maisa Mielikäinen; Essi Viippola; Tauno Tepsa – E-Learning and Digital Media, 2024
The increase in remote work in the Information and Communication Technology (ICT) industry has introduced the need for research into team collaboration platforms and education using a project-based blended learning approach. This study investigates the perceptions of ICT engineering students (N = 56) at Lapland University of Applied Sciences in…
Descriptors: Foreign Countries, College Students, Engineering Education, Communities of Practice
Mark Hofer; Adam Barger; Kelly Leffel; Katalin Wargo – To Improve the Academy, 2024
The COVID-19 pandemic and the shift to remote, blended, and online teaching and learning presented universities around the world with myriad challenges. This rapid shift into uncharted territory, however, also created an opportunity for faculty developers to lead exploration of new pedagogies, challenging teaching assumptions. In this article, we…
Descriptors: Blended Learning, Communities of Practice, Educational Change, COVID-19
Eva A. Alfoldi – Journal of Education for Business, 2025
The "community of inquiry" framework examines the interplay between four kinds of presence (teaching, cognitive, social, and learner) to promote effective learning in online education. This paper investigates the impact of "instructor participation" ("IP"), a key component of "teaching presence," on student…
Descriptors: Educational Technology, Computer Mediated Communication, Discussion (Teaching Technique), Communities of Practice
Sean Gehrke; Anya L. Goodman; LizAnne Ngo; Catherine Reinke; Katie M. Sandlin; Laura K. Reed – Journal of STEM Education: Innovations and Research, 2024
This descriptive study examines the experiences of virtually-trained new members in a hybrid distributed community of practice (CoP) focused on undergraduate genomics education. We utilized a sequential explanatory mixed methods research design consisting of an engagement survey for all community members (n=124), followed by interviews with new…
Descriptors: Blended Learning, Communities of Practice, Partnerships in Education, COVID-19
Cari Din; Martin MacInnis – Papers on Postsecondary Learning and Teaching, 2024
As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable…
Descriptors: Blended Learning, Exercise Physiology, Laboratories, Educational Change
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