The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.
Authors
Norman D. Vaughan, Martha Cleveland-Innes, D. Randy Garrison, Deborah Dell
- DOI
- 1
- Pages
- 186
- Published in
- Athabasca, CA
- Rights
- Norman D. Vaughan, Deborah Dell, Martha Cleveland-Innes, and D. Randy Garrison
- Series
- Issues in Distance Education
Table of Contents
- Cover 1
- Title 4
- Copyright 5
- Contents 8
- Introduction 12
- 1. Conceptual Framework 20
- 2. Design and Organization 36
- 3. Facilitation 54
- 4. Direct Instruction 78
- 5. Assessment 92
- 6. Leading Collaboratively 118
- Conclusion 136
- Appendix A: Blended Learning Design Process 144
- Appendix B: Community of Inquiry: Teacher Self-Assessment and Exploration Tool 146
- Appendix C: Community of Inquiry: Student Self-Assessment and Exploration Tool 154
- Appendix D: Community of Inquiry Survey Instrument 162
- Appendix E: Shared Metacognition Questionnaire 166
- References 168
