Using revised community of inquiry framework to scaffold Mooc-based flipped learning
Bibliographic Data
| ID | 21632036 |
|---|---|
| Authors | Kai Wang (0000-0002-3784-1378, Beijing Normal University), Chang Zhu (0000-0002-0057-275X, Vrije Universiteit Brussel), Shihua Li (0000-0001-9044-7137, Xidian University), Guoyuan Sang (0000-0003-2684-0182, Beijing Normal University, corresponding author) |
| Year | 2023 |
| Volume | 31 |
| Issue | 10 |
| Pages | 7420-7432 |
| Publication date | 2023-12-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2022.2071948 |
| OpenAlex | W4280618694 |
| Language | EN |
| Citations received | 3 |
| References cited | 43 |
The purpose of this study was to qualitatively explore how students experienced the MOOC-based flipped learning and how should different scaffolding be emphasized in different stages in such educational contexts through the lens of the revised community of inquiry (CoI) framework. In total, 22 first-year undergraduate students were invited for one-on-one in-depth interviews. The results indicated that MOOC-based flipped learning allowed students to experience all four types of presences outlined in the revised CoI framework. In terms of each presence, students highlighted that the MOOC-based flipped course provided more learning presence in the form of monitoring and strategy, greater cognitive presence through integration, more social presence through affective expression and open communication, and increased teaching presence through enhancement of direct instruction and assessment during both online and in-class sessions. And the challenges of implementing MOOC-based flipped learning in university courses were also mentioned ranging from the need for group cohesion in in-class learning designs, the necessity of helping students improve planning, triggering events, to the enhancement of design, and organization between MOOCs and the existing formal curricula. The findings have implications for practitioners who hope to build an integrated learning experience around MOOCs
Blended Learning · Cognition · Community of inquiry · Curriculum · Educational technology · Flipped Classroom · Flipped learning · Mathematics education · Pedagogy · Scaffold · Chemistry · Computer Science · Innovative Teaching Methods · Online and Blended Learning · Online Learning and Analytics · Psychology · Artificial Intelligence
Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education
Validation of the Italian Version of the Community of Inquiry Survey
Multi-level students’ sense of community development in hybrid and online learning environments at higher educational institutions
Social presence in online discussions as a process predictor of academic performance
Critical thinking, cognitive presence, and computer conferencing in distance education
Critical Inquiry in a Text-Based Environment
Is FLIP enough? Or should we use the FLIPPED model instead?
Learning presence
The experience of three flipped classrooms in an urban university
A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course
Exploring causal relationships among teaching, cognitive and social presence
Comparing online and blended learner's self-regulated learning strategies and academic performance
Computing Inter-Rater Reliability for Observational Data
Becoming a self-regulated learner
Assessing Teaching Presence in a Computer Conferencing Context
The use of flipped classrooms in higher education
The first decade of the community of inquiry framework
Using the framework method for the analysis of qualitative data in multi-disciplinary health research
Investigating the implementation of accredited massive online open courses (Moocs) in higher education
Self-regulated learning in a competency-based and flipped learning environment
The pedagogical foundations of massive open online courses
Students’ aspirations, expectations and school achievement
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |