Exploring Blended Learning Designs for Community College Courses Using Community of Inquiry Framework - Volume 49 - Issue 2 - Summer / été 2023

Oct 15, 2026

The single-phase convergent mixed methods study compares the effectiveness of Community of Inquiry (CoI) presences in a community college blended block instructional model versus an in-person counterpart. Data come from the Community of Inquiry Survey, Blackboard LMS reports, and course evaluation surveys. Results show students reported a better overall experience with the blended course. The blended block model offered flexibility while meeting course goals and differed across all three CoI presences, with greater awareness in the in-person format.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages31

Reading Time1 h 18 min

AccessFree to download

Abstract

Introduction

Literature Review

Defining Blended Learning

Models of Blended Learning

Volume 49 (2) Summer / été 2023 Exploring Blended Learning Designs for Community College Courses Using Community of Inquiry Framework Exploration de la conception de cours hybrides pour les cours des collèges communautaires à l'aide du cadre de référence de la communauté d'enquête Elena Chudaeva, George Brown College Cynthia Blodgett, Athabasca University Guilherm Loth, Crandall University Thuvaragah Somaskantha, Princess Margaret Cancer Centre Abstract The goal of this single-phase and convergent mixed methods study was to compare the differences in the effectiveness of the Community of Inquiry (CoI) presences of a community college blended block instructional model with the in-person counterpart. Data were gathered from the Community of Inquiry Survey, Blackboard LMS reports, and course evaluation surveys. The results indicate that students had a better overall experience with the blended course. The blended block model provided flexibility while achieving course goals. Further, findings reveal differences in all three CoI presences between the two course formats with more student awareness of the presences in the inperson course. Keywords: blended learning; community college; community of inquiry; teaching presence; social presence; cognitive presence; mixed methods Résumé L'objectif de cette étude utilisant des méthodes mixtes convergentes et en une seule phase était de comparer les différences dans l'efficacité des présences de la communauté d'enquête (CE) d'un modèle d'enseignement hybride en blocs d'un collège communautaire avec son homologue dans la modalité présentielle. Les données ont été recueillies à partir d’un sondage sur la communauté d'enquête, des rapports tirés du système de gestion de l’apprentissage Blackboard et des sondages d'évaluation des cours. Les résultats indiquent que les étudiants ont eu une meilleure expérience globale CJLT/RCAT Vol. 49 (2) avec le cours hybride. Le modèle de blocs hybrides offrait de la flexibilité tout en atteignant les objectifs du cours. De plus, les résultats révèlent des différences dans les trois présences de la CE entre les deux modalités de cours, les étudiants étant plus conscients des présences dans le cours en présentiel. Mots-clés : apprentissage hybride ; collège communautaire ; communauté d'enquête; présence pédagogique ; présence sociale ; présence cognitive; méthodes mixtes Introduction Evidence suggests that blended learning provides more satisfaction and engagement (Taliaferro & Harger, 2022; Vaughan et al., 2013), results in similar examination scores to in-person courses (Jafar & Sitther, 2021; Shand et al., 2016), and positively impacts students’ performance (Broadbent, 2017; Vo et al., 2017) . Cleveland-Innes and Wilton (2018) identified several key benefits of blended learning, including increased learning skills, greater access to information, improved satisfaction and learning outcomes, and opportunities to learn with and teach others. Brown (1992) argued that research should be undertaken in real classrooms with real students and teachers. Research has shifted to explore blended learning, outcomes, teacher factors, and Community of Inquiry (Yin & Yuan, 2022). While blended learning is appealing because it can encompass the best of both distance and in-person education (McKenna et al., 2020; Rovai & Jordan, 2004; Young, 2002), blended learning can potentially mix the least effective elements of both in-person and technology-mediated learning. The challenge is effectively combining both instructional designs with matching learners’ characteristics and abilities (Drachsler & Kirschner, 2012; Garrison & Kanuka, 2004; Garrison & Vaughan, 2008) . This study systematically explored blended and in-person instructional models with the CoI teaching, cognitive, and social presences (Garrison, 2007) to support meaningful approaches to online teaching and learning (Vaughan et al., 2013). It adds to the body of mixed methods resea

FAQs

What was the study’s main purpose?

To compare differences in the effectiveness of Community of Inquiry (CoI) presences between a blended block model and an in-person course format.

How were data collected in the study?

Through the Community of Inquiry Survey, Blackboard LMS reports, and course evaluation surveys.

What did the results indicate about student experience?

Students reported a better overall experience with the blended course, and the blended block model provided flexibility while achieving course goals.

Oct 15, 2026

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