Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research

Abstract

Students’ learning experience and their engagement in online learning environments are becoming increasingly important as blended learning grows more prevalent in tertiary education. In this study, asynchronous lectures for applied sciences courses, offered to polytechnic students of Applied Chemistry and Pharmaceutical Science at Nanyang Polytechnic, were designed using the Community of Inquiry framework. Students’ perceptions of their learning experience and cognitive, emotional, and behavioral engagement in asynchronous lectures were determined through a survey study. The results showed that students were engaged and had positive learning experiences. Through an educational design research methodology, this survey study also determined and provided design features important for designing asynchronous lectures. Further research could explore the possibility of expanding the scope of the research to other institutions with students of different cultural backgrounds, learning preferences, and learning abilities.

Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools

“…The use of teaching-learning platforms, virtual environments, and mobile learning tools are just a few examples of how both teachers and students assimilate new technologies. Learning experience and engagement in an online learning environment have become increasingly important in tertiary education [4]. However, despite continuous pedagogical and technological innovation, in the current university education system, the role of students is mainly passive and does not favor exercise and development in the basic skills required in the work environment [5].…”