A Blended Community of Inquiry Approach: Linking Student Engagement and Course Redesign

Autor/in	Vaughan, Norman D.
Titel	A Blended Community of Inquiry Approach: Linking Student Engagement and Course Redesign
Quelle	In: Internet and Higher Education, 13 (2010) 1-2, S.60-65 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2009.10.007
Schlagwörter	Learner Engagement; Curriculum Implementation; Faculty Development; Communities of Practice; Inquiry; Models; Evaluation Methods; Blended Learning; Electronic Learning; College Instruction; Higher Education; Course Evaluation; College Faculty; Program Descriptions; Instructional Design + Suchen Sie Ihr Suchwort? Community; Analogiemodell; Hochschullehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The purpose this article is to describe an institutional initiative created to support faculty engaged in blended course redesign. This Inquiry Through Blended Learning (ITBL) program adapted Garrison, Anderson, and Archer's (2000) Community of Inquiry framework in order to provide faculty participants with a guided inquiry process for discussing and reflecting on key redesign questions, exploring blended learning from a student perspective, integrating the new experiences and ideas, and then applying this knowledge through the implementation of a course redesigned for blended learning. An overview of the ITBL program, the methods used to evaluate the redesigned courses, the findings, and conclusions are presented in this article. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10