Blended learning (BL) is not new and has gained significant traction in higher education. We argued more than a decade ago that BL “is emerging as the organizing concept in transforming teaching and learning while preserving the core values of higher education” (Garrison & Vaughan, 2008, p.143). This was based on the ability to fuse the distinct capabilities of synchronous and asynchronous communication shaped by the Community of Inquiry framework. Research has strongly supported this argument (Kintu et al., 2017). Moreover, the reality is that most classrooms in higher education have adopted BL approaches (Graham, 2019; Johnson, 2019). In addition, BL approaches resonate with faculty when they understand the educational possibilities. The flexibility of BL approaches provides distinct advantages for teachers as well as students. Interestingly, as BL becomes the norm in higher education, the term itself is becoming moot, as most traditional classrooms integrate online and face-to-face learning to various degrees.
The focus of this session is on the practical application of the Community of Inquiry framework to the design, facilitation, and direction of blended courses and programs in higher education. To aid in this process, we have derived the following seven principles of blended learning:
- Design for open communication and trust that will create a learning community
- Design for critical reflection and discourse that will support inquiry
- Establish community and cohesion
- Establish inquiry dynamics (purposeful inquiry)
- Sustain respect and responsibility for collaboration
- Sustain inquiry that moves to resolution and shared metacognitive development
- Ensure assessment is congruent with intended processes and outcomes
This session will provide attendees with concrete examples of how they can apply these principles in their own blended courses and programs.
RECOMMENDED READINGS:
Vaughan, N.D. (2022). The community of inquiry framework: Future directions in the Covid-19 era. In. (J.Mattar). Post-pandemic distance Education: A vision of the future. Brazilian Association of Distance Education – ABED, 56-87. Available online at: http://abed.org.br/arquivos/Educacao_a_Distancia_pos-pandemia_27ciaed.pdf
Norman Vaughan, Ph.D., Professor in the Department of Education at Mount Royal University in Calgary, Alberta, Canada.
Website LinkedIn Community of InquiryTracks: Online Instructional Designers, Online Faculty
DAY 2: Thursday, March 9, 2023
10:15AM – 11:15AM
