Blended Learning Effectiveness and College Students’ Deep Learning Perceptions: The Community of Inquiry Perspective

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Detalles Bibliográficos
Publicado en:	International Review of Research in Open and Distributed Learning vol. 26, no. 4 (Nov 2025), p. 38-61
Autor Principal:	Shen, Dandan
Outros autores:	Chang, Chiungsui, Yang, Junjie
Publicado:	International Review of Research in Open and Distance Learning
Materias:	Problem solving Deep learning Collaboration Communication Instructional design Student participation Blended learning 21st century Cognitive ability Virtual reality Distance learning Chatbots Cognition & reasoning Skills Classrooms Reflective teaching Artificial intelligence Educational objectives Hypotheses Interactive learning Online instruction Self-efficacy Critical thinking Education Educational Quality Course Descriptions Learning Activities Control Groups Distance Education Active Learning Academic Achievement Educational Technology 21st Century Skills Cooperative Learning Educational Change Computer Mediated Communication Access to Information College English Concept Mapping Course Content Learner Engagement Learning Objectives Classroom Environment Educational Strategies Discussion
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Descripción
Resumo:	: Emerging technologies and innovative instructional methods have revolutionized education, making blended learning the new standard in the artificial intelligence era. However, poor integration of online and face-to-face learning has led to such challenges like superficial student engagement. This study developed a Community of Inquiry (CoI)-based blended learning model and evaluated its effectiveness with 92 college students. Over 16 weeks, the experimental group (n=48) adopted the blended learning model, while the control group (n=44) used traditional learning conditions. Learning effectiveness and deep learning perceptions were assessed, showing the blended learning group outperformed the traditional group in learning effectiveness (d=0.83) and reported better deep learning perceptions (η2=0.05 - 0.072). These results provide valuable insights for educators aiming to design a CoI-based blended learning model that fosters deep learning and improves overall learning effectiveness.
ISSN:	1492-3831
Fonte:	Education Database