Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective

Oct 15, 2026

Uploaded by OmBimo

The study examines how to design and implement a small private online course (SPOC)-based blended EFL course that enhances deep learning. A mixed-method design investigated 60 Chinese-college students’ learning experiences using the community of inquiry (CoI) framework. Quantitative CoI and blended learning surveys were paired with interviews of 10 students. Findings indicate CoI establishment, deep learning in both SPOC and face-to-face areas, stronger teaching presence in SPOC, and increased resolution-phase frequency in face-to-face.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Study focus: deep learning and CoI in SPOC-based blended learning

Method and data sources

Participants and course context

Quantitative and qualitative data

Findings

Teaching, social and cognitive presences in SPOC vs F2F

OPEN ACCESS Research Article Contemporary Educational Technology, 2024, 16(4), ep537 ISSN: 1309-517X (Online) Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective Rongrong Huang 1,2 0009-0003-4356-4906 Nagaletchimee Annamalai 1,3* 0000-0002-8600-5624 1 School of Distance Education, Universiti Sains Malaysia, Gelugor, Pulau Pinang, MALAYSIA 2 Chengdu Aeronautic Polytechnic, Chengdu, Sichaun, CHINA 3 Humanities and Social Sciences Research Center, Ajman University, Ajman, UNITED ARAB EMIRATES * Corresponding author: [naga@usm.my](naga@usm.my) Citation: Huang, R., & Annamalai, N. (2024) . Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective. Contemporary Educational Technology, 16(4), ep537 . [https://doi.org/10.30935/cedtech/15574](https://doi.org/10.30935/cedtech/15574) ARTICLE INFO ABSTRACT | Received: 7 Jun 2024
Accepted: 23 Sep 2024
INTRODUCTION | To equip students with 21st century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators andinstitutions in optimizing the use of SPOC-based BL to enhance deep learning.
Keywords: SPOC, deep learning, blended learning, EFL learning, community of inquiry | | --- | --- | Information and communication technology (ICT) is playing an increasingly important role in educational reform and development. With the continuous integration of ICT and education, deep learning is regarded asthe main goal and appeal of higher education (Filius et al., 2018 b) in which learners not only achieve greater learning outcomes (Chen et al., 2010) but also their 21st century skills, particularly critical thinking, problemsolving, and creativity (Barell et al., 2010) . According to Garrison and Kanuka (2004), ICT has transformative potential for higher education. ICT tools have provided learners with an innovative learning environment with easy access to rich online resources and multiple ways of interaction (Fu, 2013) . However, these ways of learning may also inhibit deep learning of students and result in surface learning or entertainment only. For example, learners may quickly get immediate satisfaction from fast-food-style reading (Li, 2020) and multitask in various ways of communication (Junco & Cotten, 2012) . Therefore, educators have the responsibility to ensure that students use ICT tools to have deep learning experiences. Interaction, collaboration, and a sense of community are considered to be indispensable to achieving deep learning outcomes (Ertmer et al.,

FAQs

What learning approach does the article investigate?

It investigates a blended EFL course that integrates a small private online course (SPOC) with face-to-face classroom learning to promote deep learning.

How is deep learning evaluated in the study?

Deep learning is analyzed through the community of inquiry (CoI) model, examining teaching, social, and cognitive presences via surveys and interviews.

What differences are reported between SPOC and face-to-face learning?

The results show a more salient teaching presence in the SPOC area, while the face-to-face area shows a stronger social presence and a higher frequency of resolution-phase achievement.

Oct 15, 2026

Uploaded by OmBimo