Blended Instructional Strategies Based on Community of Inquiry Framework

Abstract

In this study, 210 articles were reviewed from two databases—Web of Science and Scopus—using the systematic literature review method, following the PRISMA (preferred reporting items for systematic reviews and meta-analyses) selection and analysis process. Through systematic literature review and statistical analysis of empirical research articles, this study takes the community of inquiry (CoI) framework as theoretical support, tries to clarify blended learning instructional design methods based on the CoI framework based on understanding the thematic distribution of the existing literature, and provides a deeper understanding of the application of the CoI framework in the blended classroom. Hence, blended instructional design can be approached from the perspective of both teachers and learners. Students' personalized learning, collaborative learning, peer interaction, and student engagement are targeted to be strengthened. Teachers, on the other hand, should consider teacher-student interactions, teacher roles, instructional materials and environments, and mobile learning.

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

“…Scholarship related to blended learning is growing rapidly as more and more courses adopt blended learning models. On one hand, researchers suggest students in blended learning value interaction with the instructor (Al Mamun et al, 2022;Wang et al, 2023), while others suggest blended learning works best when peer collaboration occurs (Sun et al, 2017;Al-Samarraie and Saeed, 2018;López-Pellisa et al, 2021). The Community of Inquiry framework (Garrison et al, 1999) combines these two perspectives and provides theoretical conceptualizations of how teaching presence and social presence in blended learning affect student learning, emphasizing the impact of external environmental factors on student learning in blended communities, but the individual learner factors have not been sufficiently explored and conceptualized (Shea and Bidjerano, 2010;Lan et al, 2018b).…”