Research and Analysis of Blended Teaching based on the Community of Inquiry Model

DOI

10.2991/978-2-38476-253-8_67How to use a DOI?

Keywords

blended teaching; community of inquiry; teaching presence; social presence; cognitive presence

Abstract

Against the backdrop of rapid development in educational technology, blended teaching, as an emerging educational model, is attracting increasing academic attention. This article aims to explore the current research status of blended teaching and exploratory community of inquiry theory. The analysis results show that technology, evaluation, and design have become the focus topics of blended teaching, and keyword co-occurrence clustering analysis has discovered the research hot-spots of Community of Inquiry(COI) theory. The study further proposes a COI-based blended teaching framework, which integrate the teaching, social, and cognitive presence into the pre-class, in-class, and after-class teaching process. Finally, this study summarizes the issues worth further research in the future.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Jing Wang
AU  - Guo Li
PY  - 2024
DA  - 2024/05/28
TI  - Research and Analysis of Blended Teaching based on the Community of Inquiry Model
BT  - Proceedings of the 2024 3rd International Conference on Humanities, Wisdom Education and Service Management (HWESM 2024)
PB  - Atlantis Press
SP  - 562
EP  - 570
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-253-8_67
DO  - 10.2991/978-2-38476-253-8_67
ID  - Wang2024
ER  -