COVID-19 Pandemic and Blended Learning: A Quantitative Assessment of Revised Community of Inquiry (RCoI) Framework

Autor/in	Usmani, Sania
Titel	COVID-19 Pandemic and Blended Learning: A Quantitative Assessment of Revised Community of Inquiry (RCoI) Framework
Quelle	In: Journal of Education and Educational Development, 8 (2021) 2, S.338-358 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	COVID-19; Pandemics; Online Courses; Higher Education; Educational Technology; Technology Uses in Education; College Students; Student Attitudes; Program Effectiveness; Foreign Countries; Blended Learning; Integrated Learning Systems; Conventional Instruction; Interpersonal Relationship; Interaction; Pakistan (Karachi) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Schülerverhalten; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion
Abstract	COVID-19 has compelled educators to change their landscape for teaching and learning in higher education. This new landscape combines physical and virtual environments known as blended or hybrid learning models. The revised Community of Inquiry (RCoI) framework is a useful model for analyzing and improving the blended learning environments. This paper has used the Revised Community of Inquiry (RCoI) framework which involves Learner, Teaching, Social and Cognitive presence. This research tested the impact of RCoI on students learning with the moderating role of Technology. The data was collected from 462 students from 6 different universities in Karachi, Pakistan out of which, 150 were female and 312 were male students. Results indicated that Learner (Std [beta]=0.096; p value<0.1), Teaching (Std [beta]=0.128; p-value <0.05), Social (Std [beta]=0.116; p-value <0.1), and Cognitive presence (Std [beta]=0.378; p-value <0.01) have a positive impact on Students Learning. Technology increases Students Learning with Std [beta]=0.184 and p-value <0.01. Further, technology moderates the relationship between Cognitive Presence and Students Learning with Std [beta]= -0.129, p-value = 0.043. It was found that Technology reduces the cognitive presence of students and their learning. They are lesser involved in critical thinking and problem-solving. Universities must train teachers about the software tools and key pedagogical concepts to increase cognitive thinking for effective learning. (As Provided).
Anmerkungen	Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: http://jmsnew.iobmresearch.com/index.php/joeed/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01