Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020)

Revised Community of Inquiry as a Theoretical Foundation for understanding Students’ Blended Learning Experiences

Authors
Sangeeth Ramalingam, Harwati Hashim, Melor Md Yunus
Corresponding Author
Sangeeth Ramalingam
Available Online 21 June 2021.
DOI
https://doi.org/10.2991/assehr.k.210618.041How to use a DOI?
Keywords
Blended Learning, Community of Inquiry, Revised Community of Inquiry, Theoretical framework
Abstract

Industrial Revolution 4.0 (IR4.0) is one of the buzzwords that changed many facets of a human being’s life. Great emphasis is placed on the revolution in industries including education sector due to IR4.0. IR4.0 provides the opportunity to integrate more technology and innovation in teaching and learning process particularly during this pandemic of Covid-19. As a result of technology integration, myriad ways of teaching and learning were introduced such as machine learning, futuristic learning and the most common approach was blended learning. Blended learning is a form of educational technology which integrates both face to face and web-based learning. This approach is employed widely in many higher learning institutions, nevertheless very less research focused on the theoretical foundations for learners’ blended learning experiences. The purpose of this paper is to propose Revised Community of Inquiry as a theoretical foundation for understanding blended learning experiences of students. Revised Community of Inquiry is one of the frameworks evolved based on socio-constructivism theory for blended learning and it focuses on teamwork and interaction in learning environment. Main discussion of this paper is related to Revised Community of Inquiry framework and how it can be employed in educational setting to examine students’ blended learning experiences. The paper ends with recommendation of possible research avenues for prospective researchers.

Copyright
© 2021, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
21 June 2021
ISBN
10.2991/assehr.k.210618.041
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.210618.041How to use a DOI?
Copyright
© 2021, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Sangeeth Ramalingam
AU  - Harwati Hashim
AU  - Melor Md Yunus
PY  - 2021
DA  - 2021/06/21
TI  - Revised Community of Inquiry as a Theoretical Foundation for understanding Students’ Blended Learning Experiences
BT  - Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020)
PB  - Atlantis Press
SP  - 206
EP  - 210
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210618.041
DO  - https://doi.org/10.2991/assehr.k.210618.041
ID  - Ramalingam2021
ER  -