Exploring first-year university students' blended learning experiences during the COVID-19 through the community of inquiry model

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

International Journal of Information and Learning Technology Pub Date : 2022-08-09 DOI:10.1108/ijilt-02-2022-0024

Qingqing Huang, V. Lee

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引用次数: 1

Abstract

PurposeWhile blended learning has been proved to be successful in learning outcomes, the landscape of blended learning has changed under coronavirus disease (COVID-19) pandemic. Hence, the present study aims to explore first-year university students' perceptions of wholly blended learning during the pandemic, through the three constructs in the community of inquiry (CoI) instrument, namely teaching, social and cognitive presences (CPs).Design/methodology/approachSurvey data (N = 449) were collected from the 2020 Fall Cohort in Hong Kong for quantitative analysis. Reliability and validity of the CoI model is examined, followed by correlation and independent-samples t-tests.FindingsFirst-year students perceived overall low teaching, social and CPs with social presence (SP) scoring the highest. Findings also indicated that teaching presence (TP) significantly determined CP and SP; SP was a mediating variable in CoI. Students' gender and prior learning experience (online/blended) were not associated with perceptions of presences.Practical implicationsStudents today are more familiar with technology-based communication, and staying up to date in educational technology is crucial for teachers. Trainings in online teaching should be provided to teachers. Also, interactive technology should focus on improving peer interaction.Originality/valueThe proposed study is novel in that it used the CoI model among first-year students in Hong Kong during the pandemic. Findings are valuable to higher education in understanding students' perception of bended learning and in addressing issues.

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通过探究社区模式，探索新冠肺炎疫情期间大学一年级学生的混合学习体验

虽然混合学习已被证明在学习成果方面取得了成功，但在冠状病毒病(COVID-19)大流行期间，混合学习的格局发生了变化。因此，本研究旨在通过探究社区(CoI)工具中的三个结构，即教学、社会和认知存在(CPs)，探索大流行期间大学一年级学生对完全混合式学习的看法。设计/方法/方法调查数据(N = 449)从香港2020秋季队列中收集，用于定量分析。检验CoI模型的信度和效度，然后进行相关检验和独立样本t检验。研究发现，一年级学生总体上认为教学、社交和CPs较低，其中社交存在(SP)得分最高。教学在场(TP)对CP和SP有显著影响;SP是CoI的中介变量。学生的性别和先前的学习经历(在线/混合)与存在感无关。如今的学生更熟悉以技术为基础的交流，对教师来说，跟上教育技术的步伐至关重要。应该为教师提供在线教学培训。此外，互动技术应侧重于改善同伴互动。独创性/价值这项研究的新颖之处在于，它在大流行期间对香港一年级学生使用了CoI模型。研究结果对高等教育理解学生对弯曲学习的看法和解决问题有价值。

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来源期刊

International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

6.10

自引率

3.30%

发文量

期刊介绍： International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.