Experiences of a project-based blended learning approach in a community of inquiry from information and communication technology engineering students at Lapland university of applied sciences in Finland

Q1 Social Sciences

E-Learning Pub Date : 2023-03-17 DOI:10.1177/20427530231164053

Maisa Mielikäinen, Essi Viippola, T. Tepsa

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引用次数: 2

Abstract

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 Finland regarding the social, cognitive, and teaching presences in a blended setting using the Community of Inquiry (CoI) framework. The CoI questionnaire data were analyzed using the Rasch Rating Scale Model, and team collaboration and development platform logs were used to explore platform usage. The results suggest that the students’ overall perception of blended learning was highly positive. Questions associated with discussing through the online medium were relatively harder for the students to agree with, although the online medium was perceived as excellent for social interaction by the students. The results may help institutions develop an understanding of the factors that may improve the quality of blended learning experiences in project-based digital ecosystems.

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芬兰拉普兰应用科学大学信息和通信技术工程专业学生在调查社区中基于项目的混合学习方法的经验

随着信息和通信技术(ICT)行业远程工作的增加，需要研究团队协作平台和使用基于项目的混合学习方法的教育。本研究调查了芬兰拉普兰应用科学大学ICT工程专业学生(N = 56)在使用探究社区(CoI)框架的混合环境中对社会、认知和教学存在的看法。CoI问卷数据使用Rasch评级量表模型进行分析，团队协作和开发平台日志用于探索平台使用情况。结果显示，学生对混合式学习的整体认知是高度正面的。尽管学生们认为在线媒体对社交互动非常有利，但与通过在线媒体进行讨论相关的问题对学生来说相对更难同意。研究结果可能有助于机构了解可能提高基于项目的数字生态系统中混合式学习体验质量的因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.