[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598465-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598465-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","behaviourist-constructivist-pedagogical-design-possibilities-within-the-community-of-inquiry-framework","Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework","","The discourse on blended learning must not reduce learning to technology-focused choices, and instead should foreground learner-centred pedagogical design. This theoretical discussion argues that when learner-centred discussions are incorporated, they may be confined to constructivist pedagogies through the established community of inquiry (CoI) framework. Building on debates that sometimes favor behaviourist stances and on literature supporting behaviourist-constructivist interplay, the study proposes placing these interactions within CoI for blended learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/behaviourist-constructivist-pedagogical-design-possibilities-within-the-community-of-inquiry-framework/598465/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/behaviourist-constructivist-pedagogical-design-possibilities-within-the-community-of-inquiry-framework/598465.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the paper argue that blended learning should not focus mainly on technologies?","Question",{"text":63,"@type":64},"It states that technology-centred discourse distracts from learning itself. Robust pedagogical knowledge should guide technology use rather than serendipity.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What pedagogical relationship does the paper propose within the community of inquiry framework?",{"text":68,"@type":64},"It proposes integrating behaviourist-constructivist interactions into the CoI framework for blended learning, instead of relying solely on a stand-alone socio-constructivist design.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the central research question guiding this discussion?",{"text":72,"@type":64},"It asks whether the CoI framework can be reconsidered beyond socio-constructivism by reinvigorating pedagogical assumptions grounded in behaviourist-constructivist interactions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598465,1792192638,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":104},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Volume 50 (2) | Summer / été 2024 |\n| --- | --- |\n\nBehaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework  \nPossibilités de conception pédagogique behavioriste-constructiviste dans le cadre dela communauté d'enquête  \nSheriya Sareen, Indian Institute of Technology Jammu, India Sayantan Mandal, Indian Institute of Technology Jammu, India  \nAbstract  \nThe discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. While a few early advances argue for behaviourist pedagogies to underpin the CoI framework in particular, and a plethora of literature supports behaviourist-constructivist interplay for blended learning in general, this study pioneers the proposal of these interactions within the CoI framework for blended learning. It also challenges the prevailing stand-alone socio-constructivist pedagogical design of the CoI framework to deal with the complexities of higher education by adopting a decolonial positionality. In this light, we explain the impact of missing out on behaviourist designs on the CoI framework through the problem of epistemological untenability and that of assumed learning. Having provided the rationale for including behaviourist designs, we then emphasize the behaviouristconstructivist interactions within the framework. This discussion paper contributes to the ongoing dynamic scholarship of the CoI and encourages the research community to empirically explore the positioning of such a pedagogical design within this framework.  \nKeywords: behaviourism, blended learning, community of inquiry framework, constructivism, higher education, socio-constructivism  \nRésumé  \nLe discours sur l’apprentissage hybride ne doit pas détourner l’attention de l’apprentissage en seconcentrant explicitement sur les technologies. Lorsque des discussions centrées sur la personne apprenante sont intégrées, elles peuvent se limiter à des pédagogies constructivistes, comme le montre le  \nCJLT/RCAT Vol. 50 (2)  \ncadre bien établi de la communauté d’enquête (CE) . Alors que quelques avancées précoces plaident en faveur des pédagogies behavioristes pour étayer le cadre de la CE en particulier, et qu’une pléthore de littérature soutient l’interaction behavioriste-constructiviste pour l’apprentissage hybride en général, cette étude est la première à proposer ces interactions dans le cadre de la CE pour l’apprentissage hybride. Elle remet également en question la conception pédagogique socioconstructiviste indépendante qui prévaut dans le cadre de la CE pour traiter les complexités de l’enseignement supérieur en adoptantune position décoloniale. Dans cette optique, nous expliquons l’impact de passer à côté des conceptions behavioristes dans le cadre de la CE à travers le problème de l’insoutenabilité épistémologique et celui de l’apprentissage présumé. Après avoir justifié l’inclusion des conceptions behavioristes, nous mettons l’accent sur les interactions behavioristes-constructivistes au sein du cadre. Cet essai contribue à la recherche dynamique en cours sur la CE et encourage la communauté de recherche à explorer empiriquement le positionnement d’une telle conception pédagogique dans ce cadre.  \nMots clés : apprentissage hybride, béhaviorisme, communauté d’enquête, constructivisme, enseignementsupérieur, socioconstructivisme  \nIntroduction  \nThe burgeoning importance assigned to technologies seems to have displaced the essence of learning from blended learning (BL), thereby seemingly reducing it to a buzzword (Cronje, 2020) . This is because the recent discourse on BL seems to favour the for-profit edtech companies, leading to newer and deeper challenges at the intersection of e-privatization, learning, and equity (Kerssens & van Dijck, 2023). As a result, p","cbCaiaVygnNSZQZt","https://ap.wps.com/l/cbCaiaVygnNSZQZt","pdf",414216,"English","# Abstract\n# Introduction\n## Behaviourist-constructivist stance and learning assumptions\n## Rethinking the CoI framework for blended learning","[{\"question\":\"Why does the paper argue that blended learning should not focus mainly on technologies?\",\"answer\":\"It states that technology-centred discourse distracts from learning itself. Robust pedagogical knowledge should guide technology use rather than serendipity.\"},{\"question\":\"What pedagogical relationship does the paper propose within the community of inquiry framework?\",\"answer\":\"It proposes integrating behaviourist-constructivist interactions into the CoI framework for blended learning, instead of relying solely on a stand-alone socio-constructivist design.\"},{\"question\":\"What is the central research question guiding this discussion?\",\"answer\":\"It asks whether the CoI framework can be reconsidered beyond socio-constructivism by reinvigorating pedagogical assumptions grounded in behaviourist-constructivist interactions.\"}]","Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework | PDF",1792086983]